<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602015000100069</article-id>
<article-id pub-id-type="doi">10.1590/0101-4360-39850</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Landless Voices Database: A Trajectory from Cultural Studies to Pedagogical Impact]]></article-title>
<article-title xml:lang="pt"><![CDATA[O Banco de Dados Eletrônico Vozes Sem-Terra: uma trajetória dos estudos culturais ao impacto pedagógico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Else R. P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Queen Mary University of London  ]]></institution>
<addr-line><![CDATA[London ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>0</volume>
<numero>55</numero>
<fpage>69</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602015000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602015000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602015000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article initially addresses the conception of the web-enabled database Landless Voices (Vieira, 2003) as a contribution to Cultural Studies and, crucially, to the understanding of the relational workings of Brazil's complex and regionally diverse culture of landlessness, and to the validation of the cultural self-expression of the sem-terra/Sem Terra. Secondly, it analyzes speculative data obtained from prospective primary teachers being trained at the Federal University of Paran&#225;, Brazil, on the contribution of the database to the pedagogical context. The main findings are that the three predominant types of impact, using Meagher's terminology (2013, p. 5) are conceptual (new knowledge), cultural (revising misconceptions) and instrumental (future development of pedagogic practices). It then moves to empirical research on social impact, understood as the contribution of academic research to non-academic users, more specifically to its presumably main beneficiaries - the Sem Terra learners themselves. The findings of these first exploratory workshops with learners in four rural schools in settlements in the states of Paran&#225; and S&#227;o Paulo, respectively in October and November 2013, are that the database broadens their educational resources and empowers a historically marginalized social segment. This article confirms, however, that impact is not a punctual activity (Meagher, 2013) and concludes on the need for continuous interaction with learners for the pedagogic impact of academic research to be generated1.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo aborda, inicialmente, a concep&#231;&#227;o do banco de dados eletr&#244;nico Landless Voices/Vozes Sem Terra (Vieira, 2003), como uma contribui&#231;&#227;o para os Estudos Culturais e, crucialmente, para a compreens&#227;o do funcionamento relacional da complexa e regionalmente diversificada cultura dos sem-terra/Sem Terra do Brasil e para a legitimiza&#231;&#227;o de suas autoexpress&#245;es culturais. Em segundo lugar, analisa os dados especulativos fornecidos por professores prim&#225;rios em treinamento na Universidade Federal do Paran&#225;, Brasil, bem como sobre a contribui&#231;&#227;o do banco de dados para o contexto pedag&#243;gico. As principais conclus&#245;es s&#227;o de que os tr&#234;s tipos predominantes de impacto, usando a terminologia de Meagher (2013, p. 5), s&#227;o o conceitual (novo conhecimento), cultural (revis&#227;o de ideias equivocadas) e instrumental (futuro desenvolvimento de pr&#225;ticas pedag&#243;gicas). O artigo se volta, ent&#227;o, para o impacto social, entendido como a contribui&#231;&#227;o da pesquisa acad&#234;mica para usu&#225;rios n&#227;o acad&#234;micos, mais especificamente para os seus principais benefici&#225;rios potenciais - os pr&#243;prios alunos Sem Terra. Os achados das oficinas explorat&#243;rias com os alunos de quatro escolas rurais em assentamentos nos estados do Paran&#225; e S&#227;o Paulo, respectivamente em outubro e novembro de 2013, s&#227;o que ele amplia seus recursos educacionais e empodera um segmento social historicamente marginalizado. O artigo confirma, todavia, que o impacto n&#227;o &#233; uma atividade pontual (Meagher, 2013) e conclui sobre a necessidade de uma intera&#231;&#227;o cont&#237;nua com os alunos para que o impacto pedag&#243;gico da pesquisa acad&#234;mica seja gerado.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cultural studies]]></kwd>
<kwd lng="en"><![CDATA[web-enabled landless voices database]]></kwd>
<kwd lng="en"><![CDATA[social impact]]></kwd>
<kwd lng="en"><![CDATA[pedagogical impact]]></kwd>
<kwd lng="pt"><![CDATA[estudos culturais]]></kwd>
<kwd lng="pt"><![CDATA[banco de dados eletrônico vozes-sem-terra]]></kwd>
<kwd lng="pt"><![CDATA[impacto social]]></kwd>
<kwd lng="pt"><![CDATA[impacto pedagógico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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