A formação de educadores do campo no PROAÇÃO II: limites e possibilidades do programa de formação de professores em exercício

• Ano de defesa: 2014
• Autor(a) principal: Meireles, Andréa Maria Brandão
• Orientador(a): Ferraro Júnior, Luiz Antonio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Educação do Campo; Trabalho docente; Formação de professores em serviço
• Palavras-chave em Inglês: Education in countryside; Work of teachers; Training of teachers in service
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/81

This thesis evaluates the limits and possibilities of pedagogy courses offered in teacher training in exercise program, PROAÇÃO II. We sought to investigate the paradigm of Education in Countryside of pedagogy course offered by PROAÇÃO II, answering the question: What theoretical and practical elements in PROAÇÃO effectively promote a paradigm shift in the field of education? A Content Analysis, combined with historical and dialectical materialism was taken as a methodological principle. Corpus were selected as the Educational Project, the Program of Education in Countryside discipline, in addition to semi-structured interviews applied to peasant - teachers in the municipality of Ilheus, the course coordinators in UESC and municipal coordinators of Education in Countryside. The category of contradiction between chance-reality pointed to countriside education as a social phenomenon, the perception of their actual states and its possibilities. The data analysis allowed us to infer that the socio- political character of this educational approach is the materialization of a popular education and rupture of the structure of capitalist society, however, within the possibilities of implementation of its proposed action, there are constraints that shield its strength of action . Thus, the challenge posed for policymakers is to realize, in the capitalist model elements to overcome and subsequent implementation of a socialist pedagogy, either in specific courses for educators in the field or pedagogy courses responsible for in-service training teachers working in primary education the working class, the countryside and the city.