A EDUCAÇÃO DO CAMPO NO CONTEXTO HISTÓRICO-POLÍTICO DO PRONERA NO MARANHÃO: limites e desafios

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Rodrigues, Valéria da Rocha Lopes lattes
Orientador(a): CARDOZO, Maria José Pires Barros lattes
Banca de defesa: Silva, José de Ribamar Sá, Dias, Ilzeni Silva
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Maranhão
Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
Departamento: Educação
País: BR
Palavras-chave em Português:
PRONERA
educação do campo
políticas públicas
movimentos sociais
Palavras-chave em Inglês:
PRONERA
countryside education
public policies
social Movements
Área do conhecimento CNPq:
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/89
Resumo: The main objective of this dissertation is to analyze Education in the Countryside of Maranhão in the context of the creation of the Agrarian National Reform Programme for Education - PRONERA, a nationwide public policy gestated by the contestatory action of social movements and unions, and materialized with the support a set of institutions and organizations that gathered around the educational situation of the countryside. To this end, we seek to understand the relations established between the State and civil society in the current phase of capitalism, as well as the characteristics that public policy has been taking on and its ability to actualize the historical and arduous social rights won by humanity. Following, we discuss the struggle of social movements for the affirmation of the right to education and their importance in the fight for educational policies that address the populations of the countryside, whose difficulties of access, permanence and school performance reflect the inefficiency and lack of public policies addressed this field, creating a condition of educational exclusion. Finally, we analyze more accurately the 1990s of the previous century, historical time of intense pressure and political organization that led to the construction of the theoretical framework of Countryside Education and articulated the creation of PRONERA, program that carries the great challenge of improving the rates of formal schooling of the favored public of Agrarian Reform.

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