Processos de inclusão social: um estudo a partir das vivências de educadoras infantis de associações comunitárias rurais do Vale do Jequitinhonha-MG

• Ano de defesa: 2004
• Autor(a) principal: Tania Aretuza Ambrizi Gebara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação no Campo; Processos de inclusão; Educação e movimentos sociais; Educação; Educação rural
• Link de acesso: http://hdl.handle.net/1843/HJPB-66DGQW

This research aims at identifying and understanding the social inclusion processes undertaken by female educators in community kindergartens in the rural area of Vale do Jequitinhonha in the state of Minas Gerais. Our main goal in this project is try to understand the cultural background of such women and their socialization enviroments; analyse their formation as educators, reflect about their relationship with local community in order to identify the social inclusion processes built by them and contribute to reshape the negative view of many when analysing poverty in rural settings. The research focuses children educators aging 26 to 42 who work with children aging 2 to 6 in rural community kindergatens suported by community associations. We opted to employ a qualitative approach by using an ethnographic-like research, in which the data are analysed using the inclusion/exclusion social categories investigated in the work, community and family spheres. We employed the following tools in the research:observations,interviews and diary-like record of the subjects`s own words which made it possible to shape an idea of how the educators interpret their condition as professionals and their insertion in that social setting. The research allowed us to note that, although there is a universe submission, conformism and exclusion taking place, the educators are not linked to any image of inferiotity, they elaborate processes, find out solutions, and resist. They construct relationships that grant both credibility and legitimacy to their tasks overcoming the under-achieving image that was once conferred to them. It takes place in their community practices through which their new identities as leaders and children educators start shaping.