Teaching and Learning in Rural Contexts

Autores

  • Roser Boix-Tomàs University of Barcelona
  • Pierre Champollion University Joseph Fourier of Grenoble
  • António M. Duarte Universidade de Lisboa, Faculdade de Psicologia

DOI:

https://doi.org/10.25749/sis.7883

Palavras-chave:

Multigrade, Rural education, Rural student, Rural teacher, Territory

Resumo

On the basis of a review of the literature on rural and mountain education, this article focuses on the importance of the rural territory to the specificity of learning and teaching in rural schools globally. The analysis revealed that rural education has specificities that differentiate it from urban education and that, besides its limitations, offer potential advantages for the processes of teaching and learning for primary education. Moreover, analysis of rural education revealed that it faces threats to its identity, despite its potential benefits for students and the rest of local communities - a fact that justifies the need to strengthen rural education in those contexts and the possibility that general education may learn from it.

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Biografias Autor

Roser Boix-Tomàs, University of Barcelona

Dean of the Faculty of Education at the University of Barcelona. Doctor of Science in Education, teacher at the Department of Teaching and Learning and Educational Organization, Passeig de la Vall d’Hebron 171, 08035 Barcelona, Spain. Her research areas are: rural education, multigrade teaching and teacher training. She has several publications about the topic. She was the coordinator of the international project «Effectiveness and quality of competence acquisition characterize the rural school: Can this model be transferred to other types of schools?». The research was founded by the Ministry of Education and performed from 2009 to 2014.

Pierre Champollion, University Joseph Fourier of Grenoble

is a former school inspector and deputy director of the IUFM Grenoble, Pierre Champollion is currently Research holder in the laboratory ECP Education, Culture, Policy (Education Sciences) and research associate in the laboratory ESO-Caen Spaces and Societies (geography). He chairs since 2009 the «Observatory Education and Territories», multidisciplinary research team (education sciences, sociology, geography). His personal research focuses on the issue of «education, territoriality and territory». Doctor of the University of Provence (Aix-Marseille1), holder of an authorization to supervise research obtained on the University Paul Valery (Montpellier3), he has published numerous articles and books on relations school—territory, rural and mountain including, question that remains little attention in educational sciences.

António M. Duarte, Universidade de Lisboa, Faculdade de Psicologia

is assistant professor in the Faculty of Psychology at the University of Lisbon and researcher in the Psychology Research Centre from the same university, performing teaching and research activities in the fields of educational psychology and psychology of art. He coordinates the «Research Program in Conceptions of & Approaches to Learning» (https:// sites.google.com/site/programainvestigacao/).

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Publicado

2015-12-29

Edição

Vol. 3 N.º 2 (2015): Especificidades Territoriais de Ensino e Aprendizagem

Secção

Artigos

Licença

O Copyright (c) pertence à Sisyphus – Journal of Education. No entanto, encorajamos que os artigos publicados na revista sejam publicados noutros lugares, desde que seja solicitada a autorização da Sisyphus e os autores integrem a nossa citação de fonte original e um link para o nosso site.

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É permitido aos autores o auto-arquivo da versão final publicada dos seus artigos em repositórios institucionais, temáticos ou páginas web pessoais e institucionais.

Subscritor DORA
O Instituto de Educação da Universidade de Lisboa, editor da Sisyphus, é um dos subscritores da Declaração de São Francisco sobre Avaliação da Investigação (DORA).