Educação do campo e a formação de seus educadores na universidade pública: uma análise epistemológica dos trabalhos de conclusão de curso da licenciatura em Educação do Campo Artes Visuais e Música na UFT em Arraias- Tocantins

• Ano de defesa: 2021
• Autor(a) principal: Moura, Sílvia Adriane Tavares de
• Orientador(a): Magalhães, Solange Martins Oliveira
• Banca de defesa: Magalhães, Solange Martins Oliveira, Pietrafesa, José Paulo, Silva, Elsieni Coelho da, Schwartz, Marilda
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Universidade pública; Educação do campo; Formação de educadores do campo; Sentidos discursivos; Trabalho de conclusão de curso (TCC)
• Palavras-chave em Inglês: Public university; Rural education; Rural teachers training; Discursive senses; Final papers
• Palavras-chave em Espanhol: Universidad a pública; Educación del campo; Formación de educadores del campo; Sentidos discursivos; Trabajo de conclusión de curso (TCC)
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11809

The present Dissertation, entitled "Rural Education and training of its teachers in public universities: an epistemological analysis of Final Papers of the Degree Licenciatura em Educação do Campo: Artes Visuais e Música na Universidade Federal do Tocantins (Rural Education: Visual Arts and Music at the Federal University of Tocantins – UFT, Campus Arraias) was developed at the Graduate Program in Education, Faculty of Education, Goiás Federal University (PPGE/FE/UFG) and is part of the Research Department “Formação, Profissionalização e Trabalho Educativo” (Training, Professionalization and Educational Work) as well as of the Rede de Pesquisadores sobre Professores do Centro-Oeste – REDECENTRO (Researchers Network regarding Midwest Teachers). This study consists of a bibliographical and documentary review under a qualitative approach grounded on Historical-Dialectical Materialism (HDM). Therefore, a critical and counterhegemonic perspective conducts this research. Our main goal is to identify and comprehend epistemologically how the final papers in analysis address the concepts of Rural Education and training of rural teachers based on praxis epistemology. The guiding questions are as follows: a) do the concepts of Rural Education and rural teachers training align with hegemonic or counterhegemonic epistemology? b) do the main indicators here observed strengthen the role of social movements or do they put at risk these concepts potential? Our thesis asserts that the epistemologies present in knowledge academically produced can influence the subject’s protagonism – whether preventing or strengthening it – within Rural Education struggles. With this study, it was possible to understand that the conceptions of Rural Education and rural teachers training here analysed contribute to strengthening protagonism strategic role for the improvement of Rural Education, despite tensions between social movements demands and the hegemonic policy based on neoliberal deliberations that aim to adjust public universities teachers training to changes in the productive system. Such aspect is considered in the proposal of social movements and is associated with an epistemological basis understood in the present study as critical, counterhegemonic, and emancipatory.