Do terreiro de casa ao chão da escola: um caminho de práticas pedagógicas e práticas sociais construídas à luz da pedagogia da alternância. O caso da Escola Família Agrícola Dom Fragoso

• Ano de defesa: 2015
• Autor(a) principal: Souza, Maria Deuselena Dias de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Regiões áridas - Ceará; Prática de Ensino; Educação não-formal; Alternance Pedagogy; Pedagogical Practice; Social Practice
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/14368

This study investigates the formative project developed at the School Agricultural Family Dom Fragoso, located in the community of Santa Cruz, Independence, Ceará. The reflections of this work focus on understanding the role of this project in the social practice of its graduates students who live in the context of Ceará semiarid region. It is a qualitative study that used the case study strategy to deepen the concepts discussed. To reach the proposed objective and investigation will as a guide these studies the following problem: What are the contributions of the training project of Dom Fragoso Agricultural Family Farm School in social practice of its graduates students? The following authors form the base ideas for this study: CALDART (2005), ARROYO (2003), MATTOS (2011), FREIRE (2005), FREIRE (1983), GARCIA-MARRIRODRIGA (2010), MORIN (1999), PEREIRA (2010) , FRAGOSO (2005), FURTADO (2004), CARVALHO (2006), BEGNAMI (2004), GIMONET (2007). The context of National Curriculum Guidelines for Basic Education Laws (2010), the Normative Guides for Countryside Education (2012) and the School‟s Pedagogical Planning, among other authors and documents, deal with Rural Education. To confront the readings, the following tasks were performed: observations at school and communities where the former students live; interviews with former students, school professionals. Interviews were also performed with a former teacher of the interviewed students and two community leaders who accompany these students throughout their lives. During the search the school rebuilds a humanizing and conscious look at the field and it‟s economic and natural. Finally one can assert that the social practice of pupils is different , in that there is a development of critical awareness of these , allowing them a wide world of reading able to subsidize social practice of building a better world in its different spaces of experience , thus promoting the educational practice through reflection of life and school. Finally one can assert that the social practice of pupils is different, in that they seek to integrate union and solidarity in building a better world in its different spaces of experience, thus promoting the educational praxis through reflection of life and school.