Educação do campo: uma análise sobre educação ambiental a partir do projeto pedagógico e da concepção da comunidade escolar

• Ano de defesa: 2020
• Autor(a) principal: Pitombeira, Rafael Soares de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Escola do campo; Práticas ambientais; Agroecologia.
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/55435

This thesis investigated how the concepts and practices of environmental education and rural education are related and their repercussions for the construction of peasant identity and culture at the Maria Nazaré de Sousa High School, (Nazaré Flor), located in the Maceió Settlement, in the municipality of Itapipoca, Ceará. For this, a case study was held in which were adopted: conversation circle, questionnaires, interviews, field diary, application of focus group and participation in a pedagogical journey. The research period was from June 2017 to October 2019. Thirteen teachers and ten students participated in this study. The results show that environmental education is inserted in an interdisciplinary mode in the school, and that agroecology constitutes the basis for environmental education, rural education and strengthening of the peasantry. It was also found that the potentialities that contribute to working with environmental education in an interdisciplinary mode are: the context in which the school is inserted, the didactic-pedagogical strategies, as well as the affinity with the themes for involving the daily lives of the students and educators. In contrast, it was observed that the main challenge faced by teachers was: insufficient planning time to discuss interdisciplinary topics. Another limitation highlighted by educators was that, since graduation, they experience difficulties with regard to interdisciplinary training that includes environmental education. In addition, the use of the experimental field is presented as a teaching, research and extension strategy that permits the socialization of knowledge, integration, reflection and interaction between environmental education and rural education. This study presents itself as an important contribution to highlight the relevance of the rural school, as well as to reaffirm that the conceptions and practices of environmental education and rural education addressed by Nazaré Flor Rural High School contribute, in a significant way, to the construction of peasant identity and culture, besides promoting an emancipatory education in face of the capitalist system that is placed in our society. Finally, it is expected that the results obtained will collaborate in the expansion of a national and international bibliography, bringing elements that favor the debate of rural schools in the state of Ceará and in other Brazilian states that experience processes similar to the reality of the studied school.