Conhecimento e vida camponesa : a formação de engenheiros agrônomos pelo PRONERA no estado de Sergipe

• Ano de defesa: 2009
• Autor(a) principal: Souza, Gisele da Rocha
• Orientador(a): Jesus, Sonia Meire Santos Azevedo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Educação
• País: BR
• Palavras-chave em Português: Currículo; Formação profissional no campo; Educação do campo e universidade; Conhecimento e formação profissional; Educação superior e conhecimento no campo
• Palavras-chave em Inglês: Curriculum; Training in the field; The field and university education; Knowledge and professional training; Higher education and knowledge in the field
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/4706

The work deals with the study of the conditions of the policy and the provision of higher education for individuals who live in the countryside, especially the provision of the Agricultural Engineering course for the beneficiaries of agrarian reform conducted by the Federal University of Sergipe-UFS with support National Program for Education in Agrarian Reform - PRONERA / INCRA / MDA. The purpose of this research was to examine the importance of devolution of scientific knowledge as an important strategy for creating conditions for sustainable development of living and working in rural areas. The research was developed from two tests on the deployment of special course of Agricultural Engineering in the State of Sergipe directed at agrarian reform settlers and the curriculum developed in the course based on the specific field in northeastern Brazil. Started from the assumption that education helps expand the thinking and social practices on economic, political, cultural and environmental faced by all who struggle and try to build a decent life in the Brazilian countryside. Adopted as a method study in historical-Marxist dialectic, seeking amid the contradictions, identify the course of training proposed by the UFS, since the course proposal differs by its audience (children of settlers and settlements) its methodology (alternating - Time and Time Community School), the elements that contribute to broaden the dialogue between technical assistance and farmer in order to build a new knowledge and developing the field. From the interviews, reading the field diaries, technical reports, projects and programs underway, it was possible to infer that, despite the many problems faced in its development, the course provided access to scientific knowledge to farmers and children of peasants and enabled the creation of projects, which can be extended to rural communities in which these students.