Territórios e projetos em disputa na institucionalização dos cursos de licenciatura em educação do campo

• Ano de defesa: 2020
• Autor(a) principal: Paula, Heloisa Vitória de Castro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Geografia
• Palavras-chave em Português: Território; Formação de Professores; Política Pública; Educação do Campo; Territory; Teacher training; Public policy; Field Education; Territorio; Formación de Profesores; Politica Publica; Educación de Campo; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29195; http://doi.org/10.14393/ufu.te.2020.3609

The reflections on Field Education cannot depart from the social context of the struggle for land. In this sense, Education in the Countryside is constituted beyond the pedagogical practice, while it is territorialized in search of breaking the fences of the latifundium, capital and ignorance. Rural Education emerges within the Landless Field Workers Movement (MST) and transcends the aspirations of the education movement for settlers and campers. When recognizing that the struggle was not only for the landless, other subjects added strength to guarantee public education for the countryside. The right to school is extended to the fight for an education for the people of the countryside, which contemplates the knowledge and practices of these subjects. Field Education can be seen as a territory in constant dispute, given that there is a process of deterritorialization of Field Education. In this perspective, we set out to understand whether, while the Field Education proposal is institutionalized and expands its offer beyond the militancy of social movements, it was possible to maintain the essence in which it was created. Symbolic, material and political fields are being considered, encompassing culture, land, territory and the struggle in Field Education. The challenge was to think epistemologically and empirically to reflect the institutionalization of Field Education, considering that the institutionalization process brought new practices that consequently presented new perspectives and new relationships with the premises and essence of Field Education, generated by the social movements of organic form. For that, it was essential to seek an understanding of how the Licenciatura courses in Field Education, articulate the Social Experiences constituted on Earth and in the Territory in the construction of their curricular matrices from the formative matrices of Field Education so that we could point out the possibilities of territorialization or re-territorialization of Rural Education within HEIs. The research was outlined through theoretical and documentary research. Classic and contemporary books, scientific articles, theses and dissertations were consulted, as well as relevant theorists in the discussion on Territory, Knowledge and Education in the Field. The documentary research proposed to analyze the Bulletins and Thematic Notebooks of the Education Sector of the MST and Via Campesina, the Pedagogical Course Projects of the undergraduate courses in Field Education and other articulated documents involved in Field Education within the movements social struggles for land. The analyzes carried out lead us to recognize the Degree in Field Education as the most important territory of Rural Education. The territory of Educação do Campo, in turn, presents itself as a territory in constant dispute. The resistance of an education project that is born in the Landless Workers Movement, but breaks the movement's limits, materializes in the construction of pedagogical projects that do not detach themselves from the formation matrix of Rural Education, even though sometimes it is not recognized within of Movement Pedagogy. Institutionalization was a strengthening of this process, while the institutions are not homogeneous and have their own characteristics, surrounded by hidden curricula that will take over the Education of the Countryside, without taking all the essence out of it.