O Programa Mais Educação e o fortalecimento da identidade da Escola Popular do Campo

• Ano de defesa: 2018
• Autor(a) principal: Araújo, Monalisa Porto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Escola Popular do Campo; Educação integral; Programa Mais Educação; Decolonialidade; Tecnologias sociais; Agroecologia; School Rural Education; Full-time education; Mais Education Program; Decoloniality; Social technologies; Agroecology; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18095

This study focuses on the problematic issues of identity construction of rural schools and the factors that can foment or discourage this construction. The identity of schools and their alignment with the local community, a proclaimed principle, historically, of Rural Social Movements, and, recently, of the National Articulation for Rural Education, of 1998, gains force in the State arena through the promulgation of directives set in the first decade of the 2000s. Nonetheless, the gulf between the school and its subjects does not disappear with the power of these decrees. In addition, the problem of formal education of rural populations suffers from the overdue need for attention in the form of public policies and is treated differently than with regard to urban education. The struggle for quality public education, which is not a struggle isolated to Rural Social Movements, but is a demand that runs through the entire 20th century in Brazil and is concerned with, firstly, urban schooling, promoted Fulltime Education as the way to raise the rates of education of the population and to improve the quality of teaching. Aiming to attend to this historical demand, the State, through Federal agencies, created the Mais Education Program, with the objective of inducing the implementation of Fulltime Education in urban Brazilian public schools. This Program, which began in 2008 and was established in the rural schools later in 2013, sought to reduce the disparities in quality between the urban and rural schools, and gradually increase the quality of education in rural areas. However, the implementation of the Mais Education Program in the rural schools made outlining and strengthening the school identity, and the formative elements to be considered, even more complex. Faced with these problems, we investigate: what are the impacts of the implementation of Fulltime Education, with activities of the Mais Education Program, in the construction of the Rural Schools’identity? To answer this research question, we endeavor, as a general objective, to analyze the impacts of the implementation of Fulltime Education, with activities in the Mais Education Program, in the construction of the Rural Schools’identity. Specific objectives include, primarily: to identify how the professionals located in the countryside in the town of Ipanguaçu, RN, recognize themselves and what awareness they demonstrate in relation to the specificity of education and rural schools; to verify what characteristics of the and to analyze how the educational elements of the Fulltime Education promoted by the Mais Education Program are incorporated in the dynamic of the schools located in the rural municipality of Ipanguaçu-RN; and to analyze how the educational elements of the Fulltime Education promoted by the activities of the Mais Education Program impact the identity of the rural school. From the research question and the objectives, the bibliographic references allow us to construct three central arguments that guide the study and serve as a basis for the construction of the thesis: 1st) Popular Education as a basis for reflection/action of reconstruction of the identity of the Rural School; 2nd) Fulltime Education promoted by the Mais Education Program assumes a contradictory character as an element instituted and instituting in the scholastic institution; and 3rd) the identity of the Rural School does not consider assuming the elements of identity of the acting community in the educational process, in the case of this study, of the rural community. Our theoretical reference is based on the perspective of Popular Education and its viability to construct alternatives to the colonialism experienced in Latin America, and specifically within rural populations. To carry out this study, we follow the exploratory typology and Participant Research, with a qualitative approach, constructing collectively the procedures and instruments of production of the references of analysis, through the approximation of the systemization of experiences and using the triangulation for the categorization and descriptive analysis of the references. We find a scenario of possibilities of reconstructing the identity of rural schools, through the contradiction of the Mais Education Program and its potential to incorporate elements of identity of the rural community, which are insurgent to the model of economic and mercantilist development imposed on the rural community.