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Search Results: 1 - 10 of 14275 matches for " Ribeiro Marlene "
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Exclus?o e educa??o social: conceitos em superfície e fundo
Ribeiro, Marlene;
Educa??o & Sociedade , 2006, DOI: 10.1590/S0101-73302006000100008
Abstract: this paper approaches the relationship between exclusion and social education. it aims at bringing out elements that lead to discuss reality and conceptions of social exclusion/inclusion and social education to dis-close the ideologies and interests that inform them. it develops the hypothesis that some kind of dispute between contradictory social and educational projects have resulted in strategies to fight exclusion and promote inclusion that are based on social education practices, as a response to the public social policies claimed by children and young people at risk. problemizing these concepts - exclusion and social education - may bring some contributions to the formulation of public education policies.
Exclus?o: problematizando o conceito
Ribeiro, Marlene;
Educa??o e Pesquisa , 1999, DOI: 10.1590/S1517-97021999000100004
Abstract: this work results from questions raised by the research project "pedagogy of hope in popular social movements: perspectives for work, politics and education envisaged by ?movimento dos sem terra? - mst (movement of landless people)"carried out by the federal university of rio grande do sul. in this paper the use of the category ?exclusion? is problematized with the purpose of assessing its potential to identify the ability of the popular social movements to break with processes of social exclusion and to find alternatives for work, social relationships and education. two possible uses of this category are the one made by marx when retracing the genesis of the capital versus work relationship, and the exposure of poverty and intolerance as the ingredients of the "new social issue". the ?culturalist bias?, the affiliation to the sociology of durkheim and the conceptual vagueness, however, set limits to the category which thereby can not reach an understanding of poverty and unemployment as produced by the class struggle. therefore, it can not apprehend popular social movements as producers of collective alternatives for work, society and education.
Educa??o para a cidadania: quest?o colocada pelos movimentos sociais
Ribeiro, Marlene;
Educa??o e Pesquisa , 2002, DOI: 10.1590/S1517-97022002000200009
Abstract: the article problematizes the relationship between citizenship and the education of the popular classes. it has as its goal to establish a dialogue in space and in time with the concept of citizenship, attempting to verify if the latter concept has contents to contribute to the education of the popular classes, and what are its limits and possibilities that must be made clear in order to give visibility and room to new concepts and practices. to fulfill this goal the concepts of citizenship and education are immersed in history and philosophy or, more specifically, in the conditions for the constitution of a citizen, whose analysis results in the education necessary for such constitution. the contradictions exhibit the possibilities and limits of education as the main road to citizenship, as well as the fact that popular social movements create new forms of producing, living together, and educating themselves. in this process, social movements gestate new concepts whose contents, characterized by practices of cooperation and solidarity, seem to envisage social emancipation in a sense broader than that proposed by the formal principles of freedom and equality upon which the bourgeois citizenship rests. thus, popular social movements also broaden the horizon of education beyond citizenship.
Pedagogia da alternancia na educa??o rural/do campo: projetos em disputa
Ribeiro, Marlene;
Educa??o e Pesquisa , 2008, DOI: 10.1590/S1517-97022008000100003
Abstract: the article focuses on the rural/country education developed inside popular social movements. it deals with the experiences of the cfrs - casas familiares rurais (rural family houses) and efas - escolas famílias agrícolas (agricultural family schools) linked to rural workers unions, non-governmental organizations and community associations. it also deals with the experiences of the fundep - funda??o de desenvolvimento, educa??o e pesquisa da regi?o celeiro (foundation for the development, education and research of the celeiro region) and of the iterra - instituto de capacita??o e pesquisa da reforma agrária (institute for training and research of the land reform), both linked to the via campesina-brasil (campesino way - brazil). the objective is to capture, in the experiences of formation that articulate labor and education carried out by these movements and organizations, the contradictions expressed in the practices/conceptions of the pedagogy of alternating. these contradictions have the potential to shed light on the projects of society envisaged by the collective subjects that build their pedagogical proposals upon the relation between productive work and schooling. in this sense, the pedagogy of alternating can point to a work-education relation of a new kind, based on cooperation and self-management. it can nevertheless, also mean forms of control of social tensions, signaling with the possibility of the rural worker remaining in the land, as well as of masking unemployment by alternating professional education and paid apprenticeships through alliances with companies, which then become agents of formation.
Educa??o do campo: embate entre Movimento Camponês e Estado
Ribeiro, Marlene;
Educa??o em Revista , 2012, DOI: 10.1590/S0102-46982012000100020
Abstract: the article discusses the conflicts between the brazilian state and the different popular social movements of the countryside, especially the ones identified in the peasant movement’s provisional unit, which call for education to support a return to a rural way of life and work, looking for government policies that respond to this demand. it also aims to point out the potential, (as a peasant movement of conquest), that the rural education movement has, and the limits it faces, in brazil, where it comes head to head with (in direct conflict with) agrarian and financial capital (or funding, e.g. of the state), associated with agro-business. at the same time, agri-business’s protagonists dispute the (peasant) movement’s ownership of, or right to, land and put pressure on the state to back their agenda. the importance of this paper is in providing a reflection on the challenges facing the peasant movement as it directs its actions in accordance with a socially-geared project, clearly in opposition to the neoliberal model of society while this model continues to exercise its influence on the brazilian state.
Trabalho cooperativo no MST e ensino fundamental rural: desafios à educa??o básica
Ribeiro, Marlene;
Revista Brasileira de Educa??o , 2001, DOI: 10.1590/S1413-24782001000200003
Abstract: the purpose of this paper is to identify those challenges which co-operative work, developed by 'settled' farmers, raise for the primary school. the methodology involves a literature review about economic solidarity and action-research carried out in settlements established by the land reform and in rural schools in the municipality of piratini/rs. the research focuses on the relation between co-operative work and school education. the discourse of the subjects of the research reveals the conflict between the formation required for co-operative agricultural work and the model of basic education on which rural education is based.
Trabalho e educa??o no movimento camponês: liberdade ou emancipa??o?
Ribeiro, Marlene;
Revista Brasileira de Educa??o , 2009, DOI: 10.1590/S1413-24782009000300003
Abstract: the article is about work, social ovements and education. its objective is to present elements in order to attempt to identify the principles and ends of freedom and emancipation which sustain experiences of work education in a system of alternation, carried out by popular social movements in the countryside. it deals with trade union organizations of rural workers and the movements organized by the via campesina. despite the diversity of subjects, social projects and types of organization, these movements have in common an historical struggle for land on which to work and for democracy, which allow us to synthesize them in the one unit of rural workers' movement. the study is important in that it highlights the need to pay attention to what is new in the experiences of work-education developed by the rural workers' movement, which is produced in the absence of the process of reproduction and accumulation of capital and of state control.
Políticas públicas em trabalho, educa??o e tecnologia: uma história em movimento
Ribeiro, Marlene;
Trabalho, Educa??o e Saúde , 2006, DOI: 10.1590/S1981-77462006000200004
Abstract: public policies at work, education and technology have been object of active confrontation between antagonistic social forces. this is the theme of this article that aims to initiate a debate about some public policies on professional and technical education field. in this sense, we recover the discussion on work-education relationship — which at the beginning of the 1980's justified the creation of the work team called "work and education", at the national association of post graduation and research (associa??o nacional de pós-gradua??o e pesquisa em educa??o - anped) — to gather elements which enable the assessment of advances and retrocession of current public policies related to professional and technical education. the article is base don the follow-up and participation in the debate on work-education of the guidance law and basis of national education (lei de diretrizes e bases da educa??o nacional - ldb) and on researches about this theme.
Trabalho e educa o no movimento camponês: liberdade ou emancipa o?
Marlene Ribeiro
Revista Brasileira de Educa??o , 2009,
Abstract: El artículo trata del tema "trabajo, movimientos sociales y educación". Tiene por objetivo traer elementos para identificar los principios y los fines de libertad y emancipación que sostienen las experiencias de trabajo-educación en sistema de alternancia, realizadas por los movimientos sociales populares del campo. Se trata de las organizaciones sindicales de trabajadores rurales y de los movimientos organizados de la Vía Campesina. A pesar de la diversidad de sujetos, proyectos sociales y formas de organización estos movimientos tienen en común una lucha histórica por la tierra de trabajo y por la democracia, lo que nos permite sintetizarlos en la unidad movimiento campesino. En la importancia del estudio se destaca la necesidad de considerar acerca del nuevo contenido en las experiencias de trabajo-educación del movimiento campesino, que son producidas en oposición del proceso de reproducción y de acumulación del capital y del control del Estado.
Trabalho cooperativo no MST e ensino fundamental rural: desafios à educa o básica
Marlene Ribeiro
Revista Brasileira de Educa??o , 2001,
Abstract: The purpose of this paper is toidentify those challenges which cooperative work, developed by settled farmers, raise for theprimary school. The methodology involves a literature review about economic solidarity and action-research carried out in settlements established by the Land Reform and in rural schools in the municipality of Piratini/RS. The research focuses on the relation between cooperative work and school education. The discourse of the subjects of the research reveals the conflict between the formation required for cooperative agricultural work and the model of basic education on which rural education is based.
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