Papers by Cristiene Carvalho
Nesta investigacao teve-se como proposito estudar as praticas artisticas dos estudantes do curso ... more Nesta investigacao teve-se como proposito estudar as praticas artisticas dos estudantes do curso de Licenciatura em Educacao do Campo da FAE-UFMG. Compreende-se as praticas artisticas como um conjunto de linguagens de Arte, concebidas e fruidas pelos sujeitos, cujo entendimento abarca as relacoes da arte na sociedade. Nota-se que a construcao historica das praticas artisticas incorporou tensoes e dicotomias devido as formas de apropriacao destas praticas na sociedade. Neste trabalho discutiu-se a dicotomia existente entre o erudito e o popular, compreendendo-se a presenca desta no historico das praticas artisticas. Diante deste quadro, buscou-se compreender como se deu o processo de construcao das representacoes sociais dos estudantes do curso de Licenciatura em Educacao do Campo sobre as suas praticas artisticas. Nossa hipotese inicial era a de que os sujeitos do campo chegavam a graduacao com as praticas artisticas ancoradas em referencias populares e, ao terem contato com conheci...
Revista Brasileira de Educação do Campo, 2021
This work analyzes the movement of re-elaboration of social representations on artistic practices... more This work analyzes the movement of re-elaboration of social representations on artistic practices of rural teachers. These educators have graduated Rural Education from Faculdade de Educação at Universidade Federal de Minas Gerais, Brazil. Artistic practices constitute a way of creation, fruition, and reflection of art present in education processes. Those practices carry historicity and resistance embedded in the struggle of social movements to the right of rural education. The theoretical background is guided by the Social Representations in Movement, related to the Theory of Social Representations. The methodological approach is based on narrative interviews and observations of pedagogical practices. The data analysis was built from the reconstruction of trajectories considering the movement of the Social Representations. We have observed that the artistic practices can be seen as a pedagogical mechanism of the struggle for transforming education and by strengthening rural identi...
The Anthropocene: Politik—Economics—Society—Science, 2021
This text presents the construction process and frst delimitations of the concept of social repre... more This text presents the construction process and frst delimitations of the concept of social representations in motion (SRM), formulated from the work of the Social Representations Study Group (GERES – Federal University of Minas Gerais). GERES is organized by professionals with different felds of knowledge who work in educational contexts. The group is interested in the way in which social representations, as part of the production of knowledge, are constructed by subjects who are experiencing situations that demand changes to their ways of thinking, feeling and acting. According to Moscovici, social representations are created to make the unfamiliar familiar. We realised that there is the possibility of change – and a limit to the extent of change – in the representational universe of the subject when facing the unfamiliar. In the face of what is ‘strange’, sub jects tend to have one of three reactions, or ‘motions’: (a) refusing to experience the new, rejecting the opportunity to change and strengthening knowledge that is already instituted; (b) fully adhering to what is strange, breaking with the past; or (c) initiating a process of familiar re-elaboration, integrating novelty progressively. 360 C.A.S. Carvalho and L.P. Ribeiro 18.1 Introduction For the purposes of this text, priority was given to two research works (Ribeiro 2016; Carvalho 2017) prepared in conjunction with students of UFMG’s licenti ate undergraduate course in rural education (LeCampo/UFMG), since these works express a synthesis of what has been developed by the Social Representations Study Group (GERES) in terms of theoretical and methodological awareness. The University’s licentiate course (LeCampo/UFMG) was created in 2005 as an experimental course in response to the demand of peasant social movements for the University to construct a higher-learning formative process for educators which could meet their political, pedagogical, social and cultural expectations. The proposal formulated presented the following characteristics: formative loca tions and schedules are alternated, one period at the university and another at the community; contents are organized according to knowledge area; management is shared between university representatives and representatives of the social move ments/labour unions; students undergo a special admission process and the politi cal/pedagogic project clearly expresses the intention to consolidate the formative process of teachers with a school project, which in turn is consolidated with a rural project in connection with a society project (Antunes-Rocha/Martins 2009). This course has been regularly offered by UFMG since 2008. It should be noted that this proposal was adopted by the Brazilian Ministry of Education as a tem plate for the creation of the Rural Education Licentiateship Support Programme (PROCAMPO). Today, about forty-four universities offer that course (Molina/ Hage 2016). When the frst class of students was created, it became clear that the entire experience would be challenging, from the initial formative stage to professional practice. Among other aspects, the social and cultural characteristics of the stu dents, the way they organize their schedule, space and contents, the shared man agement model, and the explicit connection between the formative process, school and the life project helped teachers, students and representatives of the social movements and labour unions understand that something new was under con struction and that, therefore, the problems faced must be seen from a procedural Between 2004 and 2020 we conducted nineteen studies, including dissertations, theses, postdoctoral reports and professional research developed under the coordi nation of Maria Isabel Antunes-Rocha. All the works contributed in some way to the construction of the concept of RSM. To build the concept of social representa tions in motion, we elaborated its conceptual, analytical and methodological con tours. The results of this research answered our questions about why we create representations. Keywords Social Representations in Motion (SRM) · Education · Novelty integration
Linha Mestra, 2020
Este texto analisa os movimentos de reelaboração das Representações Sociais dos professores do ca... more Este texto analisa os movimentos de reelaboração das Representações Sociais dos professores do campo, egressos do curso de Licenciatura em Educação do Campo da Faculdade de Educação da Universidade Federal de Minas Gerais sobre as práticas artísticas. Partimos da compreensão das práticas artísticas como formas de criação, fruição e reflexão da Arte nos processos educativos que carregam historicidade e resistência presentes do Movimento de luta pela Educação do Campo. Este estudo teve como referencial a perspectiva das Representações Sociais em Movimento vinculada à Teoria das Representações Sociais. A abordagem metodológica utilizou como procedimentos entrevistas narrativas e observação das práticas pedagógicas. A análise dos dados foi realizada a partir da reconstrução das trajetórias, levando-se em conta as movimentações das representações sobre as práticas artísticas, que passam a ser vistas como mecanismos pedagógicos de luta por uma educação transformadora e pelo fortalecimento...
Este trabalho analisou as Representacoes Sociais presentes nas praticas artisticas e pedagogicas ... more Este trabalho analisou as Representacoes Sociais presentes nas praticas artisticas e pedagogicas de professores que atuam em escolas do campo. Compreendemos as praticas artisticas como formas de criacao, fruicao e reflexao da arte presentes nos processos educativos. Tais praticas carregam historicidade, intencionalidade e resistencia presentes nos processos de luta pela Educacao do Campo. Buscamos analisar os processos de construcao e reelaboracao das Representacoes Sociais dos professores do campo, egressos do curso de Licenciatura da FaE/UFMG, sobre as praticas artisticas presentes em suas praticas pedagogicas. Este estudo teve como referencial a Teoria das Representacoes Sociais (TRS), que analisa as formas de pensar, sentir e agir dos sujeitos a partir de uma abordagem psicossocial. Utilizamos tambem o referencial epistemologico do Materialismo Historico Dialetico a fim de compreendermos os processos educativos sob a dimensao concreta e historica das lutas dos Movimentos Sociais...
Revista Brasileira de Educação do Campo, 2021
This text analyzes the artistic practices in the rural school, considering the presence of strugg... more This text analyzes the artistic practices in the rural school, considering the presence of struggle and social transformation as a category in the pedagogical approach. We took as a basis a work that analyzed the movements of re-elaboration of the Social Representations of rural teachers, graduated of the Degree course in Rural Education of the Faculty of Education of the Federal University of Minas Gerais. To this end, we consider that artistic practices can be understood as forms of creation, fruition, and reflection of Art, elements that add the educational processes to the historicity and resistance present of the Movement of the struggle for Rural Education. We had a methodological approach to narrative interviews and observation of pedagogical practices. These elements allowed us to understand the pedagogical aspects of the struggle in teaching practices that carried the intentionality of transformative education.
Educação e Cultura Contemporânea
Considering the expansion of the countryside education in the Brazilian scenario and the pioneeri... more Considering the expansion of the countryside education in the Brazilian scenario and the pioneering role of the Faculdade de Educação of the Universidade Federal de Minas Gerais (FAE-UFMG) in the formation of countryside teachers, the discussion of researches that use the Theory of Social Representations (TSR) in this context becomes of great importance. The construction of an educational project that dialogs with the Social Movements gives clues on how fruitful can be the study of countryside education in light of the TSR. Such fruitfulness can be noticed by the importance of groups and their ideologies in the ways of thinking, feeling and acting of the subjects. In this work, we analyzed a master’s degree research and a doctoral degree research which the joint objective is to study the social representations of artistic practices and the violence in the formation of graduates in countryside education in FAE-UFMG. Our methodology is based on a qualitative-descriptive approach. In the context of countryside education, we analyze the following: (i) the research object in the context, (ii) TSR approach and (iii) methodological procedures for capturing the movements of Social Representations. By analyzing those points, we observed the evolution of the concept of "Social Representation in Movement” from the methodological approach of the researches. This concept of Social Representations in Movement allowed the verification of social representation in subjects that fits on change making contexts. The Theory of Social Representations was adopted as a core reference of the analysis of thinking, feeling and acting of subjects that are pushed for changes in their formative processes. Keywords: Movement. Countryside Education. Teacher Formation. Social Representation.
Pro Professor, Jul 11, 2012
Psicologia - Teoria e Prática, 2014
Sistema de avaliação: às cegas por pares (double blind review).
Revista Brasileira de Educação do Campo Brazilian Journal of Rural Education, 2021
This work analyzes the movement of re-elaboration of social representations on artistic practices... more This work analyzes the movement of re-elaboration of social representations on artistic practices of rural teachers. These educators have graduated Rural Education from Faculdade de Educação at Universidade Federal de Minas Gerais, Brazil. Artistic practices constitute a way of creation, fruition, and reflection of art present in education processes. Those practices carry historicity and resistance embedded in the struggle of social movements to the right of rural education. The theoretical background is guided by the Social Representations in Movement, related to the Theory of Social Representations. The methodological approach is based on narrative interviews and observations of pedagogical practices. The data analysis was built from the reconstruction of trajectories considering the movement of the Social Representations. We have observed that the artistic practices can be seen as a pedagogical mechanism of the struggle for transforming education and by strengthening rural identities.
Revista Linha Mestra, 2020
Resumo: Este texto analisa os movimentos de reelaboração das Representações Sociais dos professor... more Resumo: Este texto analisa os movimentos de reelaboração das Representações Sociais dos professores do campo, egressos do curso de Licenciatura em Educação do Campo da Faculdade de Educação da Universidade Federal de Minas Gerais sobre as práticas artísticas. Partimos da compreensão das práticas artísticas como formas de criação, fruição e reflexão da Arte nos processos educativos que carregam historicidade e resistência presentes do Movimento de luta pela Educação do Campo. Este estudo teve como referencial a perspectiva das Representações Sociais em Movimento vinculada à Teoria das Representações Sociais. A abordagem metodológica utilizou como procedimentos entrevistas narrativas e observação das práticas pedagógicas. A análise dos dados foi realizada a partir da reconstrução das trajetórias, levando-se em conta as movimentações das representações sobre as práticas artísticas, que passam a ser vistas como mecanismos pedagógicos de luta por uma educação transformadora e pelo fortalecimento da identidade campesina. Palavras-chave: Práticas artísticas; Educação do Campo; representações sociais. Abstract: This paper analyzes the movement of re-elaboration of social representations on artistic practices of rural teachers that Undergraduate in the teaching course of rural education from the Faculdade de Educação of the Universidade Federal de Minas Gerais. We understand the artistic practices as a way of creation, fruition, and reflection of art present in the educative processes. Those practices carry historicity and resistance embedded in the struggle of social movements to the right of rural education. The theoretical background is guided by the Social Representations in Movement, related to the Theory of Social Representations. The methodological approach is based on narrative interviews and observations of pedagogic practices. The data analysis was made from the reconstruction of trajectories considering the movement of the Social Representations. We observed that the artistic practices can be seeing as a pedagogical mechanism of the struggle for transforming education. Introdução Este texto traz reflexões a respeito das práticas artísticas nas escolas do campo, na busca de entendê-las como uma forma de linguagem que lê e interpreta o mundo. Compreendemos como práticas artísticas o conjunto de linguagens artísticas construídas e fruídas pelos sujeitos, cujo entendimento abarca as relações sociais. Ao utilizar tal termo, incorporamos o conjunto de linguagens o qual denominamos de Artes e buscamos evidenciar a dimensão do trabalho humano historicamente presente no campo artístico.
Revista Educação e Cultura Contemporânea v.14, n.37, 2017
Considering the expansion of the countryside education in the Brazilian scenario and the pioneeri... more Considering the expansion of the countryside education in the Brazilian scenario and the pioneering role of the Faculdade de Educação of the Universidade Federal de Minas Gerais (FAE-UFMG) in the formation of countryside teachers, the discussion of researches that use the Theory of Social Representations (TSR) in this context becomes of great importance. The construction of an educational project that dialogs with the Social Movements gives clues on how fruitful can be the study of countryside education in light of the TSR. Such fruitfulness can be noticed by the importance of groups and their ideologies in the ways of thinking, feeling and acting of the subjects. In this work, we analyzed a master’s degree research and a doctoral degree research which the joint objective is to study the social representations of artistic practices and the violence in the formation of graduates in countryside education in FAE-UFMG. Our methodology is based on a qualitative-descriptive approach. In the context of countryside education, we analyze the following: (i) the research object in the context, (ii) TSR approach and (iii) methodological procedures for capturing the movements of Social Representations. By analyzing those points, we observed the evolution of the concept of "Social Representation in Movement” from the methodological approach of the researches. This concept of Social Representations in Movement allowed the verification of social representation in subjects that fits on change making contexts. The Theory of Social Representations was adopted as a core reference of the analysis of thinking, feeling and acting of subjects that are pushed for changes in their formative processes. Keywords: Movement. Countryside Education. Teacher Formation. Social Representation.
Revista Psicologia: Teoria e Prática, 2014
Resumo: Neste trabalho, buscou-se identificar e caracterizar os grupos de pesquisa brasileiros qu... more Resumo: Neste trabalho, buscou-se identificar e caracterizar os grupos de pesquisa brasileiros que desenvolvem a teoria das representações sociais (TRS). Foram coletados dados da página do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), a partir dos seguintes termos “representação social” e “representações sociais”, sem recorte temporal. Em seguida, realizaram-se análise da página dos grupos, tabulação e análise dos resultados. Foram identificados 172 grupos de pesquisa que estudam a TRS, sendo a maior parte desses localizados no Sudeste do país. Constata-se que a TRS refere-se a um referencial teórico e metodológico vivo, em constante produção no Brasil. A TRS encontra-se presente nos diferentes campos e áreas do conhecimento, revelando o seu caráter interdisciplinar e sua apropriação para a compreensão de fenômenos de ordens distintas.
Palavras-chave: teoria das representações sociais; grupos de pesquisa; pesquisa bibliográfica; psicologia social; cognição social
Abstract: In this work, we identify and characterize the Brazilian research groups that develop the social representation theory (SRT). We collected data from the CNPq’s Research Groups Directory submitting terms like “social representation” and “social representations”, without time period. Then, we analyzed of the page groups, organized and analyzed of results. We identified 172 research groups studding SRT, the most part of them from the Southeastern region of Brazil. We concluded that SRT is a theoretical and methodological framework, active and in constant production in Brazil. SRT is an interdisciplinary theory, being present in different knowledge areas and fields, and it helps the comprehension of phenomena in distinct contexts.
Keywords: social representation theory; research groups; bibliographical research; social psychology; social cognition
Books by Cristiene Carvalho
SOCIAL REPRESENTATIONS FOR THE ANTHROPOCENE: LATIN AMERICAN PERSPECTIVES, 2021
This text presents the construction process and frst delimitations of the concept of social repre... more This text presents the construction process and frst delimitations of the concept of social representations in motion (SRM), formulated from the work of the Social Representations Study Group (GERES – Federal University of Minas Gerais). GERES is organized by professionals with different felds of knowledge who work in educational contexts. The group is interested in the way in which social representations, as part of the production of knowledge, are constructed by subjects who are experiencing situations that demand changes to their ways of thinking, feeling and acting. According to Moscovici, social representations are created to make the unfamiliar familiar. We realised that there is the possibility of change – and a limit to the extent of change – in the representational universe of the subject when facing the unfamiliar. In the face of what is ‘strange’, sub jects tend to have one of three reactions, or ‘motions’: (a) refusing to experience the new, rejecting the opportunity to change and strengthening knowledge that is already instituted; (b) fully adhering to what is strange, breaking with the past; or (c) initiating a process of familiar re-elaboration, integrating novelty progressively. 360 C.A.S. Carvalho and L.P. Ribeiro 18.1 Introduction For the purposes of this text, priority was given to two research works (Ribeiro 2016; Carvalho 2017) prepared in conjunction with students of UFMG’s licenti ate undergraduate course in rural education (LeCampo/UFMG), since these works express a synthesis of what has been developed by the Social Representations Study Group (GERES) in terms of theoretical and methodological awareness. The University’s licentiate course (LeCampo/UFMG) was created in 2005 as an experimental course in response to the demand of peasant social movements for the University to construct a higher-learning formative process for educators which could meet their political, pedagogical, social and cultural expectations. The proposal formulated presented the following characteristics: formative loca tions and schedules are alternated, one period at the university and another at the community; contents are organized according to knowledge area; management is shared between university representatives and representatives of the social move ments/labour unions; students undergo a special admission process and the politi cal/pedagogic project clearly expresses the intention to consolidate the formative process of teachers with a school project, which in turn is consolidated with a rural project in connection with a society project (Antunes-Rocha/Martins 2009). This course has been regularly offered by UFMG since 2008. It should be noted that this proposal was adopted by the Brazilian Ministry of Education as a tem plate for the creation of the Rural Education Licentiateship Support Programme (PROCAMPO). Today, about forty-four universities offer that course (Molina/ Hage 2016). When the frst class of students was created, it became clear that the entire experience would be challenging, from the initial formative stage to professional practice. Among other aspects, the social and cultural characteristics of the stu dents, the way they organize their schedule, space and contents, the shared man agement model, and the explicit connection between the formative process, school and the life project helped teachers, students and representatives of the social movements and labour unions understand that something new was under con struction and that, therefore, the problems faced must be seen from a procedural Between 2004 and 2020 we conducted nineteen studies, including dissertations, theses, postdoctoral reports and professional research developed under the coordi nation of Maria Isabel Antunes-Rocha. All the works contributed in some way to the construction of the concept of RSM. To build the concept of social representa tions in motion, we elaborated its conceptual, analytical and methodological con tours. The results of this research answered our questions about why we create representations. Keywords Social Representations in Motion (SRM) · Education · Novelty integration
Diálogo Freiriano, 2020
This work aims to present reflections on the relationship established between Rural Education and... more This work aims to present reflections on the relationship established between Rural Education and the ways of thinking and building politics in society. This proposal invites us to reflect on the ways in which teachers, students, social movements, and the University have been building a panorama of the struggle for Education that encompasses since its genesis. work: "Educating is a political act: Education of the Countryside and its principles" we brought as thematic axes the categories of struggle, public policies, and pedagogical practices that permeate the principles of Countryside Education since the process of articulation of the struggles of social movements, the construction of public policies as well as their impacts on the pedagogical practices of schools in the countryside.
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 Maria Isabel Antunes-Rocha on artistic practices denominated "Mística" discussing this method as a pedagogical and political way.
Esta obra tem como objetivo apresentar reflexões sobre a relação que se estabelece entre a Educação do Campo e as formas de se pensar e construir a política na sociedade. Tal proposta nos convida a refletir sobre as formas com que professores, alunos, movimentos sociais e Universidade vêm construindo um panorama de luta pela Educação que engloba desde a sua gênese. obra: "Educar é um ato político: Educação do Campo e seus princípios" trouxemos como eixos temáticos as categorias de luta, políticas públicas e práticas pedagógicas que perpassam os princípios da Educação do Campo desde o processo de articulação das lutas dos movimentos sociais, a construção de políticas públicas bem como os impactos destas nas práticas pedagógicas das escolas do Campo.
Diálogo Freiriano, 2020
In the historical process of seeking Education as a right, it is noted that the importance of the... more 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.
Pipa comunicação, 2019
How can teachers remain engaged and hopeful in the face of so many problems in education and so m... more How can teachers remain engaged and hopeful in the face of so many problems in education and so much devaluation of our practice? It was based on this issue that seven teachers gathered in this work their impressions about the daily life of the classroom. The reflections of Cristiene Adriana da Silva Carvalho, Elke Beatrix Felix Pena, Elodia Honse Lebourg, Fabiano Cachamorra, Fernanda Câmpera Clímaco, Júlia Mello Schnorr and Luiz Paulo Ribeiro are ways of looking reflective and critical about teaching practice.The texts, originally published on the Transforming Teachers network website between 2016 and 2017, highlight the importance of the teacher as an essential agent for the transformation of society. My contribution to this work took place in the writing of 15 texts that discuss my teaching practice and the possibilities of it being carried out in a critical way that aims at the transformation of society.
https://www.pipacomunica.com.br/livrariadapipa/produto/professores-em-travessia/
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Papers by Cristiene Carvalho
Palavras-chave: teoria das representações sociais; grupos de pesquisa; pesquisa bibliográfica; psicologia social; cognição social
Abstract: In this work, we identify and characterize the Brazilian research groups that develop the social representation theory (SRT). We collected data from the CNPq’s Research Groups Directory submitting terms like “social representation” and “social representations”, without time period. Then, we analyzed of the page groups, organized and analyzed of results. We identified 172 research groups studding SRT, the most part of them from the Southeastern region of Brazil. We concluded that SRT is a theoretical and methodological framework, active and in constant production in Brazil. SRT is an interdisciplinary theory, being present in different knowledge areas and fields, and it helps the comprehension of phenomena in distinct contexts.
Keywords: social representation theory; research groups; bibliographical research; social psychology; social cognition
Books by Cristiene Carvalho
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 Maria Isabel Antunes-Rocha on artistic practices denominated "Mística" discussing this method as a pedagogical and political way.
Esta obra tem como objetivo apresentar reflexões sobre a relação que se estabelece entre a Educação do Campo e as formas de se pensar e construir a política na sociedade. Tal proposta nos convida a refletir sobre as formas com que professores, alunos, movimentos sociais e Universidade vêm construindo um panorama de luta pela Educação que engloba desde a sua gênese. obra: "Educar é um ato político: Educação do Campo e seus princípios" trouxemos como eixos temáticos as categorias de luta, políticas públicas e práticas pedagógicas que perpassam os princípios da Educação do Campo desde o processo de articulação das lutas dos movimentos sociais, a construção de políticas públicas bem como os impactos destas nas práticas pedagógicas das escolas do Campo.
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.
https://www.pipacomunica.com.br/livrariadapipa/produto/professores-em-travessia/
Palavras-chave: teoria das representações sociais; grupos de pesquisa; pesquisa bibliográfica; psicologia social; cognição social
Abstract: In this work, we identify and characterize the Brazilian research groups that develop the social representation theory (SRT). We collected data from the CNPq’s Research Groups Directory submitting terms like “social representation” and “social representations”, without time period. Then, we analyzed of the page groups, organized and analyzed of results. We identified 172 research groups studding SRT, the most part of them from the Southeastern region of Brazil. We concluded that SRT is a theoretical and methodological framework, active and in constant production in Brazil. SRT is an interdisciplinary theory, being present in different knowledge areas and fields, and it helps the comprehension of phenomena in distinct contexts.
Keywords: social representation theory; research groups; bibliographical research; social psychology; social cognition
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 Maria Isabel Antunes-Rocha on artistic practices denominated "Mística" discussing this method as a pedagogical and political way.
Esta obra tem como objetivo apresentar reflexões sobre a relação que se estabelece entre a Educação do Campo e as formas de se pensar e construir a política na sociedade. Tal proposta nos convida a refletir sobre as formas com que professores, alunos, movimentos sociais e Universidade vêm construindo um panorama de luta pela Educação que engloba desde a sua gênese. obra: "Educar é um ato político: Educação do Campo e seus princípios" trouxemos como eixos temáticos as categorias de luta, políticas públicas e práticas pedagógicas que perpassam os princípios da Educação do Campo desde o processo de articulação das lutas dos movimentos sociais, a construção de políticas públicas bem como os impactos destas nas práticas pedagógicas das escolas do Campo.
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.
https://www.pipacomunica.com.br/livrariadapipa/produto/professores-em-travessia/
https://www.editoraappris.com.br/produto/2214-representaes-sociais-das-prticas-artsticas-na-formao-e-atuao-de-professores-do-campo
https://www.editoraappris.com.br/produto/2200-representaes-sociais-em-movimento-pesquisas-em-contextos-educativos-geradores-de-mudana
https://editoracrv.com.br/produtos/detalhes/32919-detalhes
https://www.editoraappris.com.br/produto/2481-educao-a-distncia-e-a-formao-de-professores-pesquisas-experincias-relatos
This book presents discussions about the relationship established between Artistic Practices and Rural Education and invites us to think about the forms of appropriation of Art by the people from the rural territory, considering the diversity of languages and their uses in different educational environments. there are sixteen chapters in the book written by twenty-seven authors.
My contribution to this book was working as an organizer and editor with Aracy Alves Martins and written with her and Maria Isabel Antunes-Rocha the first chapter that presents discussions about the nature of practices artists in the rural territory and rural education in Brazil.
https://grupoautentica.com.br/autentica/livros/praticas-artisticas-do-campo/1473