Rural education

En el año 2010 en Argentina se implementó en todas las escuelas secundarias públicas el Programa Conectar Igualdad, con el objetivo de democratizar el acceso al conocimiento en clave de Tecnologías de la información y la comunicación. Esto permitió que los y las estudiantes de muchas de las escuelas que funcionan en contextos geográficos rurales sean destinatarios de una computadora (netbook) y la posibilidad de conectividad a Internet en el establecimiento educativo, lo que modificó muchas de las prácticas de las y los estudiantes.

En este trabajo nos proponemos reflexionar en torno a la experiencia de acceso y uso de jóvenes destinatarios de las computadoras del Programa Conectar Igualdad de la escuela Agrotécnica Provincial N° 12 de la Localidad de El Fuerte, Provincia de Jujuy. Para muchos de las y los adolescentes las computadoras del programa y la conexión que este permite, fueron su primera posibilidad de conexión a Internet, lo que impactó no solo en las prácticas áulicas, sino también en sus experiencias cotidianas. Con las netbook en sus manos son múltiples las tareas que realizan las y los jóvenes, es la intención de este trabajo reflexionar en torno a los usos que ellos y ellas hacen.

This presentation outlines some of the myths that are promulgated about remote communities and schools in Australia. Please refer to other lectures for detailed information. This is just a summary of findings presented as a lecture to a group of undergraduate students at Flinders University.

The paper attempts to challenge the ‘one-size-fits-all’ approach in curriculum-textbook formulation and to identify language learning materials for students in India. The paper focuses on the different languages scenario that exist in the teaching- learning environment with special reference to education in rural India. Though English has become a global language at the academic, social and political front, there is a wide disparity in the use of English language in India. As a multi-lingual country, India is also host to many languages (scheduled languages, regional languages and minority languages). Often in the quest for education in English, mother tongue gets neglected which in turn hampers the student’s language proficiency in L1 and L2. The researcher points out the need to address these concerns to aid education development through document analysis and empirical data. Presently, the priority should be to modify the curriculum to a multilingual curriculum by including learning materials in mother tongue including minority languages and to provide instruction in the same. The question of how far the standardized curriculum that was implemented with the aim to increase parity across the educational system has worked is also addressed.

In this article, Robert Petrone and Nicholas Rink propose a repositioning pedagogy framework for teacher education. They maintain that a repositioning pedagogy disrupts power dynamics by bringing secondary-aged youth into teacher education courses as compensated consultants and experts to teach future teachers about learning, classroom management, teaching, and other issues pertinent to schooling and the development of pedagogical practices. A repositioning pedagogy responds to the absence of youth voices in teacher education by centering youth and their perspectives in preservice teacher education. In laying out this framework, Petrone and Rink report the findings of a qualitative study in which Native youth attending an alternative high school on a reservation were hired to teach future English teachers about ways to build relationships and curricula to engender success for Native youth in schools. This research explains both the experiences of the youth consultants, which proved to be “transformative,” as well as the structures of a repositioning pedagogy that facilitated this outcome. The article also addresses several areas for further research and consideration to ensure reciprocity and safeguard against undue harm to youth consultants, particularly those for whom schools have historically been unsafe places.

The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students.

La escuela siempre es escuela. Una obviedad que no precisa matices cuando la imaginamos formando parte del entramado urbano. No sucede lo mismo cuando nos situamos en el mundo rural. Aquí, identificar, explicar, interpretar… sus circunstancias sólo es posible cuando aludimos a las realidades que la contornan, en el variado juego de palabras que nombra la ruralidad. La escuela que quiso, podía y debería ser: un recurso, equipamiento, institución, centro educativo…, al servicio de la comunidad y de las personas en un determinado territorio, con vocación pedagógica y social. Sin duda, una oportunidad para educar siendo congruentes con los contextos en los que inscribe sus prácticas; también para poner en valor las identidades y diversidades de la vida rural y sus opciones para un desarrollo más sostenible e integral. Una escuela que, siendo pequeña o grande, unitaria o agrupada, vieja o nueva… no se contradiga a sí misma. En el artículo argumentamos sobre los significados inherentes a sus posibilidades y limitaciones, en clave de pasado y futuro.

A escola sempre é escola. Unha obviedade que non precisa matices cando a imaxinamos formando parte da armazón urbana. Non sucede o mesmo cando nos situamos no mundo rural. Aquí, identificar, explicar, interpretar... as súas circunstancias só é posible cando aludimos ás realidades que a contornan, no variado xogo de palabras que nomea a ruralidade. A escola que quixo, podía e debería ser: un recurso, equipamento, institución, centro educativo..., ao servizo da comunidade e das persoas ás que se vincula territorial, pedagóxica e socialmente. Sen dúbida, unha oportunidade para educar sendo congruentes cos contextos nos que insire as súas prácticas; tamén para poñer en valor as identidades e diversidades do rural e as súas opcións para un desenvolvemento máis sostible e integral. Unha escola que, sendo grande ou pequena, agrupada ou unitaria, vella ou nova... non se contradiga a si mesma. No artigo argumentamos sobre os significados inherentes ás súas posibilidades e limitacións, en clave de pasado e futuro.

The school always is school. A truism when we imagine being part of urban structure. Same is not true when we situate ourselves in the rural environment. Here, identify, explain, interpret ... your circumstances is only possible when we refer to the realities
of rurality. The school would, she could and should be: a resource, a equipping, an institution, a centre educational… at the service of community and the people in a territory, with pedagogical and social vocation. Undoubtedly, an opportunity to educate being congruent with the contexts in which develops their practices. Also to give value to the identities and diversities of rural life and their choices for a more sustainable and comprehensive development. A small or large, unique or grouped, old or new school ... that not contraire herself. In the paper we argue about the meanings inherent in their possibilities and limitations in past and future.

This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia's National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools' results onto suburbs' advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio‐economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio‐economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged s...

In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.

Developed and developing countries alike have recognized the importance of girls' education, the worldwide surge in girls' primary school enrolment over the past two decades is testament to their commitment. The growth in girls' schooling also coincides with the global trend toward mass education that took off after the end of World War II and accelerated in the postcolonial period. Over the past 60 years, most countries have adopted mass education and have accelerated school expansion to accommodate the growing demand for education. Particular attention has been given to girls' schooling, not only because of its importance in reaching universal education but also because of its demonstrated social benefits.

India's recent economic growth rates have generated much optimism about its general social and economic development. But has there been accompanying progress in indicators of girl's educational outcomes even when all the resources are provided?

In an exhaustive survey, this paper tries to unearth the status of women, attitude towards girls? education in society, problems hindering the education of women, the importance of marriage in women's life affecting education as well as the empowerment of women for harassment. The article also highlights that educated and economically empowered women have said a firm "no? to the prevalent malice of the dowry, thus directly bearing the fruit of economic empowerment in society. Finally some recommendations have been made to eradicate the practice of intra-household and social discrimination of girl child and women.

This article highlights a study in which critical pedagogy was introduced through design thinking strategies to primary school students in rural Trinidad and Tobago.By encouraging interactive discussions between students and instructors, the overarching objective was achieved. In order to build students’ critical awareness, agency and empowerment, during three weeks in a summer camp, the students and instructors engaged actively, in repeated dialogues concerning student rights, media bias, change, and utopian ideas for a better future. As the process unfolded, the students took more control of their learning. They identified and suggested solutions for community problems. The case study demonstrated that student-centred strategies which foster critical awareness and development of social consciousness, can be successfully implemented in schools with limited resources.

Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser's theory of social justice, I analyse teachers' narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making.

This case study records the voices of a group of young people from an isolated rural community as they reflect on their experiences of secondary school. The study was driven by a desire to develop an understanding of the human connections young people make (or not) at school, to help develop understandings of how schools can be better places for their students. The data reveal that the students report their school experience almost entirely as a social activity. In the
context of this study it is argued that the emotional support and ‘protection’ that peer relationships seem to offer young people maybe a key element in motivating them to attend school and supporting their well-being. With the focus of schools directed by inspection, standards and marketisation agenda, the importance of these peer relationships to young people may not befully recognised by school leaders. Acknowledgement of the importance of these interactions to
the students and accommodation of these needs physically and pedagogically in school may well be a key to developing positive relations between all members of the school community.

English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed-and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education.

Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration.

本稿は、1960 年代の山間地域における「へき地教育」について、奈良県吉野郡十津川村の大字出谷の事例を中心 とした調査により、現代的評価をおこなうことを目的とする。玉井（2016）の挙げるへき地小規模校教育の良さを指標 とした。本稿で調査した旧十津川村立出谷小学校は、標高約 600m の山頂部に位置し、児童は毎日長い時間をかけて山 道を上り下りして通学していた。また栄養状態が悪く、学習面のみならず、環境の面でも「遅れた」状態であった。し かし、児童の自然体験は豊かだった。また、授業以外にも教員と子ども、および子ども同士の信頼関係が深いことを示 す出来事が多数みられた。例えば、学校で使うための木炭づくりや、水の確保、通学路の整備などである。子どもたち はその生活を通して、リーダーシップや社会性を身につけた。こうした教育を実施するにあたり、保護者のみならず地 域社会全体が学校に対し、非常に好意的、協力的であったことがわかる。これにより、教員は一層子どもと向き合う時 間を確保でき、深い信頼関係を構築することができたと考えられる。

キーワード：へき地教育 Rural education 小規模校 Small school 山間地域 Mountainous area 十津川村 Totsukawa Village

１．はじめに １．１．研究の背景および目的 現在、 「へき地教育」 1 に関する研究は、へき地教育の 積極面をとらえ、それを広く浸透させていこうとする流 れが大きくなっている。特に、玉井康之ら北海道教育大 学が多くの研究成果を発表しており、また全国へき地教 育研究連盟や各地のへき地教育連盟等の大会でも毎年多 くの実践事例の発表がある。玉井（2016）は、へき地小 規模校教育の良さについて次の 4 つを挙げている。 ① 教師による子ども理解や教師と子どもの信頼感を 高めている点 ② 子ども間の信頼関係や相互補完力を高めている点 ③ 少人数であっても社会性を高める学級運営や集団 づくりを進めている点 ④ 複式授業の中で、子ども自身が運営する間接指導 や自立型学習を進めている点 このように、 「へき地小規模校の基本特性をとらえ、そ れを『先進面』としてとらえ直すことにより、へき地小 規模校の教育活動の良さを、今後の教育活動の可能性と してとらえることができる」ことから、全国の学校が小 規模校化する中で、これまでのへき地小規模校教育の経 験が汎用的に活きる可能性を指摘している。・・・

In British Columbia, Canada, music curriculum documents, or Integrated Resource Packages (IRP’s), include very few references to First Nations music making despite the fact that, in many rural school districts, First Nations students form a large percentage of the student body. In 2006, the British Columbia Ministry of Education produced the revised curriculum document Shared Learnings: Integrating BC Aboriginal Content K-10. The document contains instructional strategies and resources to encourage the integration/inclusion of First Nations content and ways of knowing into all school curricula. This paper will critique Shared Learnings, examine its recommendations for planning a program that integrates First Nations musical practices into music classes transparently, and describe recent initiatives of British Columbian rural school districts, in partnership with local First Nations communities, to help teachers link local knowledge to standard school curricula.

How can we conduct local learning (or community learning) in an expanded school district under the circumstances of school consolidation? In order to obtain clues to answer this question, we examine whether the consolidation of schools in the elementary schools of mountainous Totsukawa Village, Nara Prefecture has led to any changes in local studies, and whether local

This case study provides a thick description and conceptual analysis of the organization of community members for collective impact in a rural cradle-to-career network. This study focused on three intersecting areas: mobilization of network members; the development of shared issue frames, or common understandings of local needs; and the emergent theory of change held by network members.
The literature review encompassed the political science theories of civic capacity and urban regimes, along with the sociological theories of social capital, and social movement issue framing. Based on this review, three research questions guided the study: 1) How do community and organization members mobilize in the development of a rural cradle-to-career network? 2) How do community and organization members frame issues in the development of a rural cradle-to-career network? 3) What are the characteristics of the theory of change?
To answer these questions, a qualitative case study methodology was used. The analysis proceeded deductively from codes derived from the literature review and inductively with codes derived from interpretive field notes and memos, as well as summary reports of site visits. Member checking and peer debriefing safeguarded the findings.
The findings are presented across four chapters. Chapter 4 provides salient details of the network’s social geography. Chapter 5 provides the chronological development of the network, highlighting the development of various groups in the network. Chapter 6 examines the mobilization of individuals at various levels in the network, highlighting the importance of social capital and trust. Chapter 7 provides details on the framing processes and content, as well as the emergent theory of change described by participants. Together, these findings highlight the connection between initial issue framing and the development of action plans.
The final chapter presents five crosscutting conclusions. First, that civic capacity is dynamic in nature, with mobilization and issue framing proceeding iteratively. Second, that trust serves as social glue for mobilization and a lubricant for issue framing. Third, that the legitimacy of a backbone organization, or intermediary organization, supports mobilization and issue framing. Fourth, models for cradle-to-career network must be adapted to local contexts and social geography. Fifth, three types of leaders help to explain the progressive development of the Grand Isle Network
This study gave rise to several important implications for policy, practice, and research.  For example, policymakers should weigh implementation fidelity of cradle-to-career networks with the need to adapt models to local contexts, based on mapping community assets and geography. Implications for practice included the need to identify a legitimate backbone organization with intermediary leaders to serve as a center for mobilization and to drive issue framing. Implications for future research start with the need to critically examine how issues are framed and in particular, who is doing the framing.
 

Este artículo presenta la metodología utilizada en el diseño de la estrategia de virtualización dentro del programa de articulación del programa Agroindustrial por ciclos propedéuticos, liderado por la Universidad Industrial de Santander en la Alianza Educativa Agroindustrial Santander.

Rural development generally refers to the process of improving the quality of life and economic well-being of people living in relatively isolated and sparsely populated areas. Based on scientific utilization of India's natural resources Rural Development has been given the highest priority for the betterment of the living conditions of the rural areas. With this aim in view, several efforts were made at rural development for the betterment of the socioeconomic condition of villagers from ancient times to the British period. There were experiments in rural development from Shanti Niketan in 1921 to community development in 1952. After independence, many development programs have been executed to tackle the problems of lesser education, poverty, and unemployment in India. Among the development programs implemented during the last two decades; Sarva Shiksha Abhiyan (SSA) launched in 2001, Swarnajayanti Gram Swarozgar Yojana (SGSY) launched in 1999 and Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY) are discussed here. All these schemes are aimed to reduce the gap between rural and urban people which would help reduce imbalances and speed up the development process.

Escrito en el que se resaltan las aportaciones principales del material pensado para este tipo educativo en tres país países del mundo.

FORMA DE CITACIÓN:
-Segura, M. (2014). Presentación del libro Educación rural en Finlandia, Cuba y Colombia. Experiencias para México. Evento organizado por la BECENE, San Luis Potosí. Texto inédito. Recuperado el (día, mes y año de consulta), de https://independentresearcher.academia.edu/MarthaSeguraJimenez

This paper examines fundamentalist Christian education in the rural United States and the ways in which it allows for an increase of neoliberal education policies. Both forces are pushing an agenda that devalues critical thought, public institutions, and democracy in general. It begins with a look at the ways in which fundamentalist Christians have been able to take power in rural areas, and then examine the forms of education they are providing, with a critical analysis of three different homeschool providers as well as looking at several examples of Christian influence on public schools.

In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.

RESUMO. Este artigo tem como objetivo compreender a relevância do livro didático do campo no cotidiano da Escola Municipal Santa Luzia. Foram propostos dois objetivos específicos: a) caracterizar o movimento de educação do campo; b) caracterizar e analisar a política pública do livro didático do campo, que foram contemplados pela análise bibliográfica e pelo Estudo de Caso. Buscou-se, nesse sentido, contextualizar a educação do campo, a partir das lutas dos movimentos sociais do campo em favor de uma escola que favoreça a identidade e conquista de direitos do homem do campo; buscou-se, também, contextualizar o Programa Nacional do Livro Didático do Campo (PNLD Campo) de modo a entender à realidade do campo brasileiro. Por fim, o levantamento de dados sobre as experiências de alunos e professores, comparando-os com as considerações formuladas a partir de algumas referências teóricas. Esse trabalho permitiu perceber que apesar do PNLD Campo ter como objetivo distribuir obras que atendam a especificidade do campo, a partir do contexto pesquisado, algumas obras não consideram a organização multisseriada, nem se relacionam de forma pertinente ao contexto camponês nas suas lutas, formas de reprodução da existência, identidade e cultura.

ABSTRACT. This article aims at understanding the relevance of the rural course book in the daily life of Santa Luzia Municipal School. Two specific purposes were settled: a) to characterize the dynamics of rural education; b) to characterize and analyze the public policy for course books in the countryside, which profited from bibliographical analysis and case study. It was intended, therefore, to contextualize rural education in social movements’ fights for a school that contributes to the countrymen’s identity and rights’ conquest; this article was also intended to contextualize the Countryside National Course Book Program (PNLD Rural, in Portuguese) in order to better understand the reality of the Brazilian countryside; lastly, there was a data survey about students’ and teachers’ experiences, comparing them to the reflexions on some theoretic references. This research showed that, despite the fact that PNLD Rural aims at handing out books that suit the countryside’s specificity, some works do not take into account the multigrade organization in place or do not relate, in a relevant way, to the countrymen in their struggles with perpetuation of identity and culture.

China has adopted an unbalanced policy for economic development to improve its domestic economy and international competiveness for more than three decades. During this process, rural education has undergone a series of reforms. With reference to compulsory education, this article argues that rural education in China is a pragmatic instrument for the state to expand and improve the quality of urbanization. Rural education can be used to serve urbanization, is influenced by the rural-urban disparities brought about by urbanization, and receives urban aid and support in exchange for following state guidelines. Due to deep-rooted disparities and long-standing inequalities, effectively financing rural education, rural education still faces challenges and difficulties related to handling urban-based curricula and evaluation standards, recruiting, and keeping qualified teachers, and the outflow of original rural residents. This article concludes by offering an explanation of Chinese policy implications for the functions and constraints of state-directed rural education in serving urbanization.

Desde mediados del siglo XX, paulatinamente, se han ido introduciendo novedades en el proceso de valoración, reconocimiento y ampliación del concepto de patrimonio cultural. En este proceso han intervenido decisivamente las disposiciones jurídico-administrativas y las políticas culturales, la incorporación de nuevas disciplinas y profesionales, y la sensibilización y demandas sociales en la protección y gestión del patrimonio cultural.

En este contexto, la aprobación de la Convención de la UNESCO para la Salvaguardia del Patrimonio Cultural Inmaterial (2003) ha impulsado las iniciativas estatales encaminadas a reconocer conocimientos, técnicas, representaciones, ritos festivos y expresiones culturales. Y ha logrado impulsar desde los colectivos sociales una autoestima y un deseo por mostrar las peculiaridades de sus prácticas culturales. Además, este marco normativo-jurídico y sociocultural favorece la realización de inventarios, estudios, programas y proyectos de promoción, que están favoreciendo una visión más real de la pluralidad y la diversidad cultural.

En el caso del presente trabajo, su autor, por propia iniciativa, ha emprendido acciones de documentación y estudio del patrimonio cultural inmaterial local, como primera medida para, a partir de su conocimiento, poder establecer otras intervenciones que favorezcan el reconocimiento interno y externo, y posibiliten su transmisión y continuidad, de acuerdo con los intereses de los colectivos sociales que lo detentan.

Ahora bien, si a este tipo de inestimables manifestaciones socioculturales / socioambientales / ecosociales / ecoculturales no se le facilitan las vías para su salvaguarda y para su respeto, desaparecerán en breve, ya que muchas de las prácticas sociales como los conocimientos y vivencias son más vulnerables, al no cumplir ya las funciones tradicionales que justificaban su perpetuación.

Así, esta investigación ha constatado que en el caso del valioso patrimonio etnológico que constituyen los Ramos Cantados, en los pequeños pueblos de la Tierra de Valdebecedas, en la comarca abulense de El Barco (Castilla y León, España), se encuentra actualmente en trance de extinción ante la virulencia del proceso de despoblación rural, el cual ha dejado a este envejecido territorio rural y montañoso castellano y leonés al borde del despoblamiento y el agotamiento demográfico definitivo.

Palabras Clave: Salvaguardia del Patrimonio cultural inmaterial - Políticas culturales - Valdebecedas - Ramos Cantados - Despoblación rural.

Esta obra tem por tema a configuração da educação rural brasileira num período de rápida transformação das relações entre o campo e a cidade em nosso país. Aqui você vai encontrar resultados do projeto de pesquisa financiado pelo CNPq intitulado Formação e Trabalho de Professoras e Professores Rurais no Brasil: RS, PR, SP, MG, RJ, MS, MT, MA, PE, PI, SE, PB, RO (décadas de 40 a 70 do século XX). Essa pesquisa analisou a profissionalização docente no Brasil, as políticas públicas empreendidas em âmbito nacional e estadual para a formação do magistério rural e as formas de recrutamento, carreira, salários e condições de trabalho dos docentes que atuaram nas escolas primárias rurais.
Decorrência de estudos sobre a emergência da educação rural no século XX, esta obra coletiva organiza-se a partir de quatro eixos: Balanço bibliográfico sobre a educação rural; Referenciais externos e circulação de modelos sobre a educação rural; A formação de professores rurais; Memórias e representações sobre a docência nas escolas primárias rurais, tecendo a história e a memória da educação rural no período.
Como compreender o processo de escolarização da infância, as políticas de expansão, os modelos educativos de destaque, os referenciais externos, as práticas de transmissão da cultura e a realidade ainda pouco conhecida e explorada dos docentes que atuaram entre as décadas de 1940 e 1970 nas escolas rurais brasileiras? Este livro procura responder estas questões pela mobilização de uma diversidade de fontes históricas, envolvendo, entre outras, fontes orais, correspondências, relatórios de governo, sinopses estatísticas, legislação educacional, periódicos educacionais e recomendações de organismos internacionais.
Ao responder estas e outras importantes questões, esta obra contribui para o alargamento do campo sócio-histórico da educação. A feitura deste livro é expressão do interesse em avançar na produção do conhecimento histórico, na preservação da memória e do patrimônio educativo rural brasileiro.

Professional experience has become increasingly sought after by employers, which has led to the implementation of a vocational education system that meets the requirements of entering the labor market of graduates. The paper's primary purpose is to highlight the advantages of the dual education system both for students and partner economic organizations. The reforms carried out by the Ministry of Education for dual education and the proposed ones actively participate in supporting and developing an accessible and attractive education system for Romania.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

In the historical process of seeking Education as a right, it is noted that the importance of the participation of collective subjects in order to demand the creation/implementation of public policies that allow every subject in the Field to have access to any level of education and that it be built to strengthen a society project aimed at the participation of rural people in a society with decent living conditions. The question we sought to answer with this work was: How can we think of Rural Education practices as a political act? What are the propositions, limits, and challenges? In this work: "Educating is a political act: Education in the Field, Pedagogy of Alternation and the University" we brought as alternate themes, alternation, university, and the social representations of subjects about such formative processes. Here we think about alternation from its context and the theoretical, methodological issues and their formative processes present in different environments, including at the University, from which Social Representations are thought of as a theoretical methodological framework that allows analyzing the ways of thinking, feeling and acting of the subjects in these contexts. My contribution to this work was to organize the articles and edit the work with Alexandre Fraga de Araújo as well as to write a chapter together with Paula Mendes and Naiara de Carie on artistic practices in agricultural families schools.


No processo histórico de busca da Educação enquanto direito nota-se que a importância da participação dos sujeitos coletivos a fim de demandar a criação/efetivação de políticas públicas que permitam que todo sujeito do Campo tenha acesso a quaisquer níveis de ensino e que este seja construído a fortalecer um projeto de sociedade voltado para a participação do homem do campo em uma sociedade com condições de vida dignas. A questão que buscamos responder com esta obra foi: Como podemos pensar nas práticas de Educação do Campo como um ato político? Quais são as proposições, limites e desafios? Nesta obra: "Educar é um ato político: Educação do Campo, Pedagogia da Alternância e a Universidade' trouxemos como eixos temáticos as alternância, universidade e as representações sociais dos sujeitos sobre tais processos formativos. Aqui pensamos a alternância a partir do seu contexto e das questões teóricas, metodológicas e dos seus processos formativos presentes em diversos ambientes, inclusive na Universidade. A partir disso as Representações Sociais são pensadas como um referencial teórico metodológico que permite analisar as formas de pensar, sentir e agir dos sujeitos nestes contextos.