A construção histórica do movimento social por uma educação do campo (1997-2018)

• Ano de defesa: 2025
• Autor(a) principal: Peixinho, Aline de Jesus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação; Education; Educação do campo; Countryside education; Movimentos sociais; Social movements; Por uma educação do campo; For countryside education; CNPQ::CIENCIAS HUMANAS; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/44991; http://doi.org/10.14393/ufu.di.2025.137

This dissertation aims to analyze the historical construction of the concept and proposal of countryside education developed by the Social Movement for Countryside Education. The focus is on the Social Movement for Countryside Education, which has historically built a proposal for education for countryside populations. This study was guided by the following questions: “What social determinations gave rise to the concept and proposal of Countryside Education?”, “What changes have occurred in the concept and proposal advocated by the Social Movement for Countryside Education over the years?” and “What were the main concerns and propositions of the movement for Countryside Education regarding the schooling of the population that lives and works in the countryside?”. Our methodological studies were based on documentary research, as we understand that the collection present in the Countryside Education Dossier consists of documents with a temporal focus from 1997 to 2018. The dissertation was structured as follows: in the first part, we sought to present elements that constituted rural education in Brazil until we reached rural education. Next, we presented the documents that make up the Dossier, which are important for the consolidation of education in and for the countryside. Finally, we provided our concluding remarks, through which we demonstrated our understanding of the importance of all the historical moments that shaped rural education within the Social Movement for Countryside Education. In summary, we highlighted the enduring remnants of rural education and pedagogical ruralism present in countryside education.