Problematizando a educação no campo: (im) possibilidades de inter (ação) escolar em área de mineração em Boa Vista/PB

• Ano de defesa: 2019
• Autor(a) principal: Meira, Iranete de Araújo
• 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: Educação popular; Indústria de mineração; Campo; Popular education; Mining industrialization; Countryside; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/20002

This highligthed research was developed in the countryside of the city of Boa Vista/PB, and it’s concern was to think of a popular public school of the countryside, through aspects related to the impact of this proposal in the context of local education. The study sought to analyze how the education of the county of Boa Vista is related to the presence of the mining industry in the schools of the Espinheiro and Sítio Bravo Community, where the mining areas are located. This context shows from the statement that the insertion of the mining industry in the county of Boa Vista/PB is configured as a mechanism of economia production/exploration to think about local education. The referential contribution that guided the research emerged from a series of dialogical intentions, according to the principles and foundation of a popular education proposal from the countryside articulated with ideals of the emerging paradigm of Boaventura de Souza Santos, ( 2002, 2010 e 2011) and authors that are in line with the process of transformation and social emancipation of man, in the most diverse spaces of socialization of knowledge and learning, such as Brandão (2006); Freire (2011, 2012); Heller (2016), Arroyo (2011); Caldart (2004); Reis (2011); among others. The methodology used is a qualitative appreach, whose research process is based on participatory research, by observinng the place and the knowledge and practices that move in the schools and communities studied on the view of Bogdan and Bikle (2004) and Brandão (2006). In the addition to classroom experiences, field visits in communites, where minerals are explored, semi-structured oral interviews with managers, coordinators, pedagogical supervisors and teachers working in schools and the local education system. This, the comprehension of this universe allowed the analytical indicatives to be constituted by categorical approaches, such as: school, industry, popular education and field, organized in structures of “records” and “analysis” units, according to Bardin (1997) and Franco (2008). However, it is concluded that the context Boa Vista education demonstrates elements of a traditional education policy in the countryside, due to the performance of mining companies in the local nature reserves, as well as the ausenci of an education proposal in the county articulate with the context of the rural space, and that can guarantee a projection for the future of the local population.