Programa Mais Educação: diálogos a partir da percepção dos pais de estudantes de uma comunidade rural

• Ano de defesa: 2016
• Autor(a) principal: Érica Fernanda Justino de Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Práticas Educativas; Programa Mais Educação; Educação Integral; Projetos Educacionais; Educação do Campo; Crianças do campo; Educação; Educação rural; Escolas de tempo integral; Escolas rurais; Educacao integral
• Link de acesso: http://hdl.handle.net/1843/BUBD-ANHLQE

The comprehensive education, comprehensive school and full-time has become the object of research, mainly because it is considered an emerging theme in Brazil, as emerging as the discussions that relate to education from the perspective of rural education. In this sense, this study takes on the challenge of articulating these education projects from observations made in the context of a municipal school in the rural community of Padre JoãoAfonso, in the municipality of Itamarandiba, where in 20012 was implemented the More Education Program. Considering this fact the objective of this study was to understand how a countryside community understands the More Education Program and through this survey to analyze the possible relationship between an Integral Education project and the principles of Rural Education. Methodologically, it was decided to perform an exploratory qualitative research with case study design. The data were collected through documentary analysis and open interviews. Parents were selected from students and canceled or not implemented the full-time enrollment in classes between the years 2012 to 2015. The theoretical discussion sought to reflect on the organization, challenges, strengths and weaknesses of this program in offering a comprehensive training schools located in rural areas. To broaden the discussion, proposals for Integral Rural Education and Education were articulated, highlighting the emancipatory character of these projects. In this context, it was presented other forms of organization of the times and educational spaces with a view to the production and reproduction of life in the field. The results indicate that the practices developed in the More Education Program studied in school, do not meet the expectations of parents, because there is no dialogue with the everyday practices of the community. Stood out among others, the distance from the family background of the child affect other learning that is not offered by the school. In this context, the educational and pedagogical management practices developed by the Rural Education could contribute to the More Education Program has better results in schools located in rural areas.