Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
SÁ, Marcelo Freitas de
 |
| Orientador(a): |
ZAPAROLI, Witembergue Gomes
|
| Banca de defesa: |
ZAPAROLI, Witembergue Gomes
,
BARROSO, Betania Oliveira
,
OLIVEIRA, Ubiratan Francisco de
,
CARVALHO, Herli de Sousa
,
ANDRADE, Francisco do Livramento
|
| 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 E PRÁTICAS EDUCATIVAS - PPGFOPRED
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/5712
|
Resumo: |
This research proposes to analyze the implementation of the Rural Education Curricular Guidelines in the municipality of Coroatá, Maranhão, specifically, in the Polo Alto Alegre dos Maranhenses, thus dialoguing from a conception of education as a specific right, above all, to the subjects/ those who live in/from the countryside. Rural Education is the result of the struggles and resistance of Social Movements, it emerged on the ground in camps and agrarian reform settlements as a differentiated educational proposal, germinated from a counter hegemonic process, differentiating itself from rural education or education for the countryside. This is a qualitative research, with a methodological focus on the concepts of Dialectic Historical Materialism, thus we privilege action research as a strategy for constructing data about the universe researched. The theoretical contribution included the contributions of authors affiliated with this theme, discussing Rural Education as a space of resistance (Coutinho; Muniz, 2012), its context and origin (Caldart, 2012), about its pedagogical practice (Reis, 2006) and with regard to the knowledge necessary for teaching practice, reading the world and political emancipation (Freire, 1989; 1992; 1996). In addition to these, we discussed the occupation of knowledge with Other Pedagogies (Arroyo, 2014) and critical interculturality (Candau, 2003, 2008, 2009). The documentary analysis of the Operational Guidelines for Basic Education in Rural Schools, approved in 2001 and institutionalized in 2002, began to reference our studies, in an attempt to understand the advances and limitations of Brazilian educational policy based on its implementation or not in the peasant schools, whether through educational practices and the elaboration of Political-Pedagogical Projects. The field research at the aforementioned hub included the participation of the General Coordinator of Rural Education in the municipality of Coroatá through semi-structured interviews, followed by Participant Observation in the classes of the initial years of Elementary School and the school community belonging to this pole. And finally, the holding of 05 (five) meetings through conversation circles, based on Culture Circles, exploring the research findings, with a view to bringing pedagogical practices closer to popular knowledge and practices. The research participants began to dialogue and reflect on the reality of rural schools, identifying the main existing challenges and building possibilities for realizing the rights to specific education. Therefore, we found that the implementation of Rural Education curricular guidelines in the municipality of Coroatá was carried out through the force of law, with a Municipal Law being approved that began to guide the organization and operation of peasant schools. However, despite this approved legislation, it was not enough to avoid the closure of schools and guarantee the rights to transport and school meals in a satisfactory manner. There are notable achievements, such as replacing barracks with masonry schools, improving the structure of school buildings with the construction of computer rooms, for example. Given these results, we began to build some propositions, the promotion of intercultural educational practices aligned with the specificities of this unique territory, recognizing the historical aspects, the struggle for land and cultural resistance, therefore the issues of everyday school life that are diverse, valuable and of great significance for the subjects of the field. |
