Narrative and peasant trajectory: a case study in a Rural Education degree

Authors

DOI:

https://doi.org/10.17058/rea.v28i2.14364

Keywords:

Methodology of Narrative Production, Alternating Formative Processes, Rural Education.

Abstract

The Degrees in Rural Education (LEdoCs) train educators to work in school and non-school educational places. They are organized by the Alternating Formative processes, articulating activities in the university and in the community of its students. This research conducted three interviews with a student about its educational territories. The objective was to evaluate the contributions of the Narrative Production Methodology (NPM) as a pedagogical strategy for the development of educational processes within the scope of an LEdoC. It was concluded that the NPM favors a concrete reading of the field, producing reflections and syntheses on the identities, trajectories and choices of the student, presenting itself as a promising strategy for the formative process of The LEdoCs.

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Author Biographies

Marcelo Loures Santos, UNIVERSIDADE FEDERAL DE OURO PRETO

psicólogo pela UFMG (1994); mestre em psicologia social pela USP/USP (1999); doutor pela PUCCAMP (2009); pós-doutorado na Universidad Autònoma de Barcelona (2015)

Diego Gonzaga Duarte da Silva, UNIVERSIDADE FEDERAL DE VIÇOSA

Mestre em Educação pela Universidade Federal de Viçosa - UFV (2018). Licenciado em Geografia pela UFV (2015). Pedagogo pela Universidade de Franca (2019). Atualmente é Professor de Magistério Superior Substituto , vinculado ao Departamento de Educação da UFV, atuando no Curso de Licenciatura em Educação do Campo (LICENA)

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Published

2020-06-02

How to Cite

Santos, M. L., & Silva, D. G. D. da. (2020). Narrative and peasant trajectory: a case study in a Rural Education degree. Reflexão E Ação, 28(2), 132-146. https://doi.org/10.17058/rea.v28i2.14364

Issue

Vol. 28 No. 2 (2020): Dossiê: Deslocamentos na Educação Contemporânea

Section

Dossiê Temático: Deslocamentos na Educação Contemporânea

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