Formação em Agronomia na Universidade Tecnológica Federal do Paraná - Campus Pato Branco e saberes discentes sobre direitos humanos.

• Ano de defesa: 2016
• Autor(a) principal: Rechembach, Fabiana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Cidadania e Direitos Humanos; Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas; UFPB
• Palavras-chave em Português: Educação profissional e tecnológica; Educação superior; Educação em direitos humanos; Universidade Tecnológica Federal do Paraná – Campus Pato Branco; Agronomia; Professional and technological education; College education; Human rights education; Federal Technological University of Paraná – Pato Branco Campus; Agronomy; CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/11553

For centuries education for work was entrenched in social dynamics, concurrently to labor practice, through a process of informal learning, while the preparation of control groups was an institutionalized education. However, with the expansion of capitalism the need for trained labor arose, and school assumed the role of preparation agent for work. The restructuring of education maintained segregation: it proposed a skill-enhancing school for workers and a separate one for the bourgeoisie, maintaining the division between preparing for intellectual or manual work. In the neoliberal society, the heir of this process, even under other bias, the hegemonic project of education privileges developmental productivism – serving the market – without contributing to a reflective training, emancipatory and resistant in relation to inequality. However, counter-hegemonic actors have successfully guided, the debate on the type of training that educational institutions privilege and the reasons for the adopted option. Therefore, it is the responsibility of the educational institutions to define whether they implement an education program aimed only at economic development, or also human development. In this regard, this research investigates, in the light of reference for human rights education in higher education, relations between professional qualification, considered from the curriculum and practices of the undergraduate and graduate courses in Agronomy at the Federal Technological University of Paraná –Pato Branco Campus (UTFPR-PB), and the students‟ knowledge on human rights, in the search for understanding of the education project undertaken in the locus of the research. Therefore, we evaluated the relationship between higher education, vocational and technical education and human rights; related UTFPR‟s emergence and transformation; examined the status of education in human rights in UTFPR institutional documents; characterized student knowledge of undergraduate and graduate degrees in Agronomy at UTFPR regarding human rights, in the context of pedagogical practices developed at the Pato Branco Campus; confronted document analyses and description of student knowledge on human rights with historicity, contradiction and totality categories. The research was based, philosophically and epistemologically, on the dialectical historical materialism, articulating the investigation of the problem with the examination of the phenomena that surround it. Thus, we developed a quantitative and qualitative case study, structured through a literature review, documentary research by evaluating institutional and national normative documents and field research, through questionnaires and interviews. The data indicate that the research subjects have minimal knowledge on human rights, arising from sources outside the university. Finally, by combining the analysis of institutional documents with the answers to the questionnaires and interviews, we learned that the courses do not systematize human rights education in their curricula or promote actions aimed at diffusing this knowledge, revealing an educational project focused on economic development, but lacking in human development actions.