CONCEPÇÃO POLÍTICO-PEDAGÓGICA PARA FORMAÇÃO DE PROFESSORES DO PROGRAMA AGRINHO: DO CAMPO À CIDADE

• Ano de defesa: 2015
• Autor(a) principal: Pereira, Veninha Bortoluzzi
• Orientador(a): Hidalgo, Angela Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNICENTRO - Universidade Estadual do Centro Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: BR
• Palavras-chave em Português: Programa Agrinho; Formação de Professores; Educação no Contexto Neoliberal
• Palavras-chave em Inglês: Agrinho Program; Teacher Education; Education on Neoliberal context
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/376

The objective of this work is to explicit the political and pedagogical design of Agrinho Program for teacher training, fomented by the business and adjusted to the educational process of the Paraná State Public Schools. The issue focuses in the speech of "social responsibility", which carries within it the ideas of business education in actions based on "public-private partnerships", based on the perspective of education for environmental preservation. We note that the Federation of Agriculture of Paraná (FAEP/PR) and the National Training Service of Paraná State (SENAR/PR), in partnership with the Government of Paraná State, have been developing Agrinho Program at the public schools, since 1995, making use of strategies like distribution of materials, economic and social resources. Implements teacher training in political and pedagogical design based on PCNs interdisciplinary, the cross-cutting approach on themes and Research Pedagogy. The methodology adopted in this research consists of documentary and bibliographic analysis to point the historical aspects and contradictions through the Dialectical Historic Critical Method.The analysis of the Agrinho Program documents induce us glimpsing the predominant categories that were elected for this study: human development, employability, skills and competences, entrepreneurship, sustainability and citizenship. The criticisms raised attempt to clarify the determinants historical partner of teacher education following the training neoliberal model the individual`s adaptation to new technologies and flexibility of the globalized world.To the extent that the Agrinho Program enters and interferes in the practices and in the public school curriculum show up the contradictions that permeate the public / private relationship. We demonstrate that the business pursues its objectives in order to promote a hegemonic project of maintenance of existing exploratory structures. By relying on the State`s consent, and the School of Educators, these constitute disseminating agents, thus weakening the prospect of an education focused on human development, critical and emancipatory.