Educação do campo e práxis educativa : realidade, contradições e possibilidades

• Ano de defesa: 2018
• Autor(a) principal: Cândido, Crisnaiara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Educação do campo; Práxis educativa e política de educação do campo; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Rural education; Educational praxis; Rural education policy
• Link de acesso: http://ri.ufmt.br/handle/1/2950

Recent discussions within the scope of schooling of the peasant population have presented as kernel the concern with the pedagogical practices developed inside the educational institutions. As social institutions and spaces where formal educations occur, rural schools need to guarantee by means of the praxis an education that stimulates ethical, democratic attitudes, mainly favors the integral education and emancipation of the subjects of which they participate. The praxis then becomes an essential condition of the educational practice since it constitutes itself as a human activity transformative of the nature and the world. In this regard, the current research has as main objective analyzing the educational praxis of teachers of two rural schools, seeking to identify and problematize the relations and the contradictions existing between the pedagogical actions and the theoretical conceptions that substantiate the Rural Education and from the awakened contradictions raise possibilities for the development of a coherent praxis with the principles of this modality of education. The investigation has as loci two rural public schools, one of municipal sphere and the other of state, located in the community of Ouro Branco do Sul, city of Itiquira and are participating in the research five teachers of the primary education teaching in both schools. To theoretically subsidize the comprehension and the discussion about the educational praxis articulated to the intents of the proposal of the Rural Education, we have as main background the writings of Freire (2008), (2015a), (2015b); Vásquez (2011); Caldart (2004), (2008), (2010), (2011a), 2015a); Arroyo (2007), (2010a), (2011) and Souza (2008), (2012). Methodologically, the research is based on the theoretical assumptions of the qualitative and dialectical approach, drawing on for empirical data collection the analysis the main documents that compound the Rural Education Policy in national and state levels, as well as semi structured interviews recorded in audio e transcribeb. The results reveal that the pedagogical activity developed by the teachers in both rural schools, loci of the research, carry elements that characterize it as praxis, such as: relation between theory and practice, individual and collective reflection about the practice, self-questioning and action planned with clear and defined intents. However, in relation to the praxis aligned with the pedagogical proposal of the Rural Education, diverse contradictory elements are observed, since there is little knowledge by the teachers regarding the theoretical conceptions, laws and guidelines that substantiate this modality of education and although its discourses highlight the recognition of the necessity of appropriateness of the pedagogical proposal of the schools to what is proposed in the LDB and in the Operational Guidelines for the Rural Schools, the organization of its pedagogical practices, and the continuing education occurred in the school space still appeal to a standard of urban centric education.