Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Santos, Clóvis Costa Dos
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| Orientador(a): |
Coelho Neto, Agripino Souza
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
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| Programa de Pós-Graduação: |
Mestrado Profissional em Planejamento Territorial
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| Departamento: |
DEPARTAMENTO DE CIÊNCIAS SOCIAIS APLICADAS
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.uefs.br:8080/handle/tede/685
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Resumo: |
This work aims to contribute to the debate of the territorial perspective of the conception of education, field and public policies claimed by workers, movements and social organizations, articulating the universality of the political and philosophical dimensions with the objective conditions of educational spaces in the scale of the municipality of Santa Inês / BA. The general objective is to understand to what extent the theoretical-empirical conception of Field Education contributes to the conformation of the territory and peasant territorialities from the rural schools in that municipality. In order to achieve our goal, we took into consideration the historical and social conditions that shaped the Brazilian rural territory centered on land concentration, monoculture and expropriation of the men and women of the field, at the various scales of analysis (municipal, state and national). Next, we distinguish Rural Education from Field Education as distinct and conflicting ways of thinking about the countryside and producing territories and territorialities, the latter being a strategic space in the struggle of workers, organized in social movements and organizations in the face of social exclusion, access to land and the knowledge historically produced by mankind, such as the different ways of conceiving school, education and the field lead to different relations of power and social subjects in the production of equally distinct territories, in the logic of capital or in the logic of the workers life. Therefore, Field Education, itself as a territory, evidences a kind of dispute and the conflict between social projects, so we devote a part of the text to reflect on the concepts of territory and territoriality, as well as its implications in educational processes. Empirical evidences show that rural schools are still under the influence of pedagogies contrary to social emancipation, as are teachers who, most of them, can not understand the essence of social phenomena, so that they are unable to overcome the apparent reality barrier and to establish scientific explanations for everyday facts. However, continuing education programs at municipal and federal levels, such as the Land School Program, as well as the inclusion of field education scholars in fractions of local public power, demonstrate a broad of possibilities for the implementation of those policies on the field. Therefore, we recognize the challenges that are posed, but we support the thesis of the feasibility and plausibility of the intensification of collective actions at the local level with a view to the operationalization of the set of norms conquered at the national level. In the end, we systematized the data of empirical research, interviews and participant observation in the spaces and time of planning and pedagogical training in the document "Grants for the Education of the Field in Santa Inês/BA". |
