A construção do diálogo com a educação rural no Brasil a partir dos textos e das propostas pedagógicas de Helena Antipoff e Paulo Freire

• Ano de defesa: 2011
• Autor(a) principal: Elizabeth Dias Munaier Lages
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: políticas públicas educacionais; direitos sociais; Escola Nova; Políticas públicas; Direito a educação; Direitos sociais; Educação rural; Formação de professores Brasil
• Link de acesso: http://hdl.handle.net/1843/BUOS-AVCNHN

The Helena Antipoff foundation was idealised by Helena Antipoff, a Russian psychologist and educator, in 1970. Nowadays, the foundation sustains the Instituto Superior de Educação Anísio Teixeira, which offers major degrees at Basic Education to rural teachers. The PPP of this Institute is based upon Paulo Freires ideal, inserted in the progressive pedagogy. The two afore-mentioned education scholars, which are Helena Antipoff and Paulo Freire, lived the apex of the studies and experiences of Escola Nova movement in Brazil. Thus, a research which connects both educators (Antipoff and Freire) emerges, in order to compare their academic works, educational actions and pedagogical aproaches towards Educação Nova, aiming to investigate how those educators develop their pedagogical standpoints and to understand how such context influences the academic production of those two scholars of Brazilian education, seeking to establish the likely dialogue between Antipoff and Freire and what unites them and distractes them frim this dialogue. The source of this research has been structured from studies by Campos (1995, 2001, 2003); Monteiro (2006); Gadotti et al (2000) and on the dialogue between Antipoff and Freire, in papers published by them, from 1950 to 1970. This study aims is qualitative and historical-comparative, and this is based on Ricoeurs Theory of Interpretation (1977). The analysis and interpretation of data are done considering the anlysis of content, which has in its categories important concepts in Antipoffs and Freires pedagogical approaches: rural education, the formation of teachers/professors and Social Intervention. Then, we conclude that social intervention is the category which approximates them the most, as those who deeply influenced the surroundings where they lived or were exposed to their pedagogical experiences.