LICENCIATURA EM EDUCAÇÃO DO CAMPO NA UNIVERSIDADE FEDERAL DO ESPÍRITO SANTO: DIÁLOGOS INTERCULTURAIS COM POVOS E COMUNIDADES TRADICIONAIS

• Ano de defesa: 2021
• Autor(a) principal: Velten, Alessandra Reinholz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Licenciatura em educação do campo; povos e comunidades tradicionais; práxis intercultural; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15222

This research aims to investigate the Teaching Degree in Rural Education (LEdoC in Portuguese) at the Federal University of Espírito Santo (UFES). Also, we intend to search into its relationship with people and traditional communities and the materialization of the intercultural praxis. The study was carried out in the “Cultures, Partnerships and Rural Education” Research Group (CNPq) of the Post-Graduation program in Education at the Federal University of Espírito Santo, in the Research Line: Teaching, Curriculum and Cultural Processes. The following question was proposed as research problem: How does the Teaching Degree in Rural Education at the Federal University of Espírito Santo contribute to the dialogue with the cultures and knowledge of Traditional Peoples and Communities? The investigative processes work with theoretical and methodological principles of the Intercultural Philosophy (FORNET-BETANCOURT, 2001), of the culture and education dialectic (FREIRE, 1981, 1993, 2001, 2011, 2018; BRANDÃO, C.R, 1987, 2002, 2003, 2014, 2019) and the rural education binomial CALDART, 2000, 2002, 2004, 2009, 2010, 2012). This study was based on qualitative approaches (FICHTNER et al., 2020) focusing on dimensions of participatory research (BRANDÃO, C.R, 2003), that moves towards a collective construction in dialogue with Traditional Peoples and Communities (decree 6.040/2007). Tensions and resistances were arisen when other voices of subjects historically invisible to educational processes enhance popular cultures and knowledge at the university.