文章基本信息

标题：Ciências da Natureza na Educação do Campo: em defesa de uma abordagem sócio-histórica
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作者：Edilson Fortuna de Moradillo ; Hélio da Silva Messeder Neto ; Elisa Prestes Massena 等
期刊名称：Revista Brasileira de Educação do Campo
电子版ISSN：2525-4863
出版年度：2017
卷号：2
期号：3
页码：991-1019
DOI：10.20873/uft.2525-4863.2017v2n3p991
出版社：Universidade Federal do Tocantins
摘要：ABSTRACT. This article discusses the defense of the socio-historical approach in the training courses for teachers to work in the area of Natural Sciences of the Degree in Rural Education, considering that this approach is the one that advances the most in the critical analysis of social reality and education, aiming at human emancipation. In this sense, we present principles and philosophical, educational and pedagogical presuppositions that should guide the pedagogical political project of the course. We argue that the referents of historical-dialectical materialism, the Pistrak’s Complexes System, Historical-Critical Pedagogy and Historical-Cultural Psychology are the guiding principles of this approach, and the category of work is the founder and guiding axis of the social being. In proposing the socio-historical approach as we work the historicizing perspective of man and of social reality, we believe that there is an advance towards the hegemonic struggle in education and society in the search for human emancipation.↓RESUMEN. Este artículo trata de la defensa del enfoque socio-histórico en los cursos de formación de profesores para actuar en el área de las Ciencias de la Naturaleza de la Licenciatura en Educación Rural, por considerar que este enfoque es el que más avanza en el análisis crítico de la realidad social y de la educación, Teniendo como objetivo mayor la emancipación humana. Para ello, presentamos los principios y presupuestos filosóficos, educativos y pedagógicos que deben orientar el proyecto político pedagógico del curso. Defendemos que los referenciales del materialismo histórico-dialéctico, del Sistema de Complejos de Pistrak, de la Pedagogía Histórico-Crítica y de la Psicología Histórico-Cultural sean los orientadores de este abordaje, teniendo la categoría trabajo como fundante y el eje conductor del ser social. Con la propuesta del enfoque socio-histórico al trabajar la perspectiva historicizadora de hombre y de la realidad social, creemos que estamos avanzando hacia la lucha contra hegemónica en la educación y en la sociedad, en la búsqueda de la emancipación humana↓ABSTRACT. This article discusses the defense of the socio-historical approach in the training courses for teachers to work in the area of Natural Sciences of the Degree in Rural Education, considering that this approach is the one that advances the most in the critical analysis of social reality and education, aiming at human emancipation. In this sense, we present principles and philosophical, educational and pedagogical presuppositions that should guide the pedagogical political project of the course. We argue that the referents of historical-dialectical materialism, the Pistrak’s Complexes System, Historical-Critical Pedagogy and Historical-Cultural Psychology are the guiding principles of this approach, and the category of work is the founder and guiding axis of the social being. In proposing the socio-historical approach as we work the historicizing perspective of man and of social reality, we believe that there is an advance towards the hegemonic struggle in education and society in the search for human emancipation.↓Este artigo trata da defesa da abordagem sócio-histórica nos cursos de formação de professores para atuação na área das Ciências da Natureza da Licenciatura em Educação do Campo, por considerarmos que esta abordagem é a que mais avança na análise crítica da realidade social e da educação, tendo como objetivo maior a emancipação humana. Para isso, apresentamos os princípios e pressupostos filosóficos, educacionais e pedagógicos que devem nortear o projeto político-pedagógico do curso. Defendemos que os referenciais do materialismo histórico-dialético, do Sistema de Complexos de Pistrak, da Pedagogia Histórico-Crítica e da Psicologia Histórico-Cultural sejam os norteadores dessa abordagem, tendo a categoria trabalho como fundante do ser social, o eixo condutor. Ao propormos a abordagem sócio-histórica ao trabalharmos a perspectiva historicizadora de homem e da realidade social, acreditamos que estamos avançando no sentido da luta contra hegemônica na educação e na sociedade na busca da emancipação humana.
其他摘要：ABSTRACT. This article discusses the defense of the socio-historical approach in the training courses for teachers to work in the area of Natural Sciences of the Degree in Rural Education, considering that this approach is the one that advances the most in the critical analysis of social reality and education, aiming at human emancipation. In this sense, we present principles and philosophical, educational and pedagogical presuppositions that should guide the pedagogical political project of the course. We argue that the referents of historical-dialectical materialism, the Pistrak’s Complexes System, Historical-Critical Pedagogy and Historical-Cultural Psychology are the guiding principles of this approach, and the category of work is the founder and guiding axis of the social being. In proposing the socio-historical approach as we work the historicizing perspective of man and of social reality, we believe that there is an advance towards the hegemonic struggle in education and society in the search for human emancipation.
关键词：Educação do Campo; Ciências da Natureza; Projeto Político-Pedagógico; Abordagem Sócio-Histórica.