Escola da terra capixaba na bacia do Rio Doce

• Ano de defesa: 2019
• Autor(a) principal: Souza, Adriano Ramos de
• 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: Countryside education; Continuous formation; Maximum culture; Partnership; Educação do campo; Formação continuada; Cultura Máxima; Parceria; Professores - Formação; Educação permanente; Educação rural; Prática de ensino; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/11136

The work addresses the continuous formation of countryside professors in the Improvement Course "Escola da Terra Capixaba." It was carried out in the Research Group (CNPq) "Cultures, Partnerships and Countryside Education" of the Post-Graduation Program in Education - PPGE of the Federal University of Espírito Santo - UFES. It was born from the nonconformity with the silencing of the countryside voices, with the erasure of the cultures and with the minimization of the peasant peoples, imposed by the dominant "culture." Supported by thinkers such as Antônio Gramsci, Paulo Freire, and Mikhail Bakhtin, this work seeks to contribute to the understanding of professors as organic intellectuals and to the appreciation of Cultures as an educational process in an effort to emancipate the individuals through dialogism and polyphony. The concept of a collaborative partnership between the institutions and their individuals (FOERSTE, 2005) subsidizes processes of professor training for the promotion of school education as "maximum culture." Carlos Rodrigues Brandão bases the assumptions of culture and education that constitute the matrix for a popular-emancipator school project. In this context, the dialogues with the professors of the Countryside Education benefited from qualitative methodological approaches (FICHTNER et al., 2013), in dialogue with the questions of this research, were registered in the hunt to capture the meanings produced by the collective formation by the Improvement Course "Escola da Terra Capixaba." Therefore, to discuss the formation of professors in the countryside based on collaborative partnerships is to recognize that the voices of these individuals concretize cultures and knowledge of peasant social contexts invisibilized by the hegemonic project of development and progress and, therefore, potentiate another way of thinking and making education that does not dichotomize the cultures that constitute the school and its surroundings. This willingness to share and work in collaboration is the way in which peasant communities produce their lives, their cultures, and finally, their education…