“Aprender a fazer e fazer para aprender” : configurações do modelo escola-fazenda no ensino profissional agrícola (1967-1986)

• Ano de defesa: 2021
• Autor(a) principal: Lima, Aristela Arestides
• Orientador(a): Conceição, Joaquim Tavares da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; História da educação; Educação em Sergipe; Ensino agrícola; Formação profissional; Escolas rurais em Sergipe; Colégio Agrícola Benjamin Constant; Ensino profissional agrícola; Escola-fazenda; Coordenação Nacional de Ensino Agropecuário; Benjamin Constant rural school; Professional agricultural teaching; Farm-school; National coordination of agricultural education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/15086

This thesis’ object of study is the pedagogical model named farm-school adopted in the professional agricultural teaching, during the period between 1967 and 1986, aiming at understanding the configuration of the model in the process of standardizing and expanding the federal network of rural schools. The investigation has considered both national and local scales and its objective was to identify and analyse general guidelines and characteristics and its effectiveness in the culture of the Benjamin Constant Rural School. The focus of the analysis has taken into consideration the guiding axis of the pedagogic model set up in the principle of “learn by doing, doing to learn” and its articulation with the project of rural development firmed by the agreements and covenants signed by Brazil and international organizations. Documental research has identified, selected, collected, and transformed in sources different types of documents: laws, manuals, guidelines, pacts and international covenants, school regiment, courseware, school bookkeeping documents, minutes books, mail among others. The data collection has occurred in physical and digital, public and private files and/or collections: INEPCIBEC, Brasília National Archive, Ministry of Education, Public Domain, researchers’ personal collections and collections from Federal University of Sergipe and the Federal Institute of Sergipe/São Cristóvão Campus. Also, there has been utilized memoirs of oral expression, collected via interviews with teachers, employees, and students who have experienced the farmschool model at Benjamin Constant Rural School. During discussions and educational projects at the time, it has been observed the continuity of aspects related to the idea of “extinguishing the agricultural backwardness” in Brazil, the defense of the rural extensionism, and the idea of professional rural instruction based on the triad teach/work/produce. On the other hand, in the time frame of the research, the professional agricultural teaching has suffered impacts and been reframed, as a result of international agreements and covenants between Brazil and The United States of America, related to rural education; the interpretation and reception of the theory of human capital in education and the propagated defense for the development of agriculture through modernization of production. The implementation of the model in federal farm schools has been, most of the time, under the coordination of COAGRI, branch of the Ministry of Agriculture responsible for the production of guidelines and the supervision of the model. The actions of this coordination aimed at guaranteeing the uniformity of the rural teaching in all federal network by adopting the farm-school model. Discussion around the farm-school has had as central point the defense of a teaching based on student work and experience in the agricultural production nuclei. At Benjamin Constant Farm School, the following were identified: the guidance exercised by the Ministry of Education in managing the model; the reforms, expansions, and modernizations of physical space, facilities, and equipment for implementing the farm-school; the increasing of student enrollment and expansion of educational production units. The farm-school model has provided new cultural standards for teaching and learning, through a pedagogy that has broaden curricular structure and led to changes in the culture of schools from the federal network of professional agricultural teaching.