A escola estadual rural taylor-egidio (erte): paradigma freiriano na alternância

• Ano de defesa: 2012
• Autor(a) principal: Jordão, Regiane Almeida
• Orientador(a): Nosella, Paolo
• Banca de defesa: Mafra, Jason Ferreira , Vechia, Ariclê
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Pedagogia da Alternância; Paulo Freire; práxis; crianças e adolescentes rurais; transformação social; educação no campo
• Palavras-chave em Inglês: alternance pedagogy; Paulo Freire; praxis; chidren and adolescents rural areas; social transformation; education in the country
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/475

This dissertation is a case study about State Rural School Taylor-Egídio (ERTE), in Jaguaquara, city of Bahia State. Examines the presence of the paradigm philosophical and pedagogical of Paulo Freire knowledge theory in educational practice of the alternance model. Research start from the analysis of educational experience in the formation of rural children and adolescents, which literacy process applies a pedagogical focus on the students cultural appreciation countryside. Accordingly, we present Political-Pedagogical Project (PPP), which guiding principle is the care of land and country, with a strong bias in family farming. We note that the practice of educators is a challenger, so the training and preparation are indispensable tools to perform the function of educator of socialization. We observe and analyze the social relationships of the actors involved in the proposal according to their representations. We used the methodology of case study with techniques inherent to qualitative approach by participant observation, with data acquisition, field observation, bibliographic and documents research, contents analyzes and data interpretation. We found that the problems arise from poor funding and little social involvement to promote a meaningful education for children and adolescents from rural areas. We highlight positive point of educative job of ERTE, how humanization in education action, completeness of being in training, the educators engagement, dialogical relationship with knowledge, the appreciation of culture country and significant knowledge with contents and class that involves the life situation, the professional, family, sociocultural and personal project of students.We emphasize the importance of ERTE s job which constitutes the space / time of construction of knowledge associated with work and social transformation of rural schooling. And we emphasize that it is possible to incorporate concepts such as citizenship, commitment, awareness, liberation and transformation throughout the formation process.