dc.contributorNascimento, Manoel Nelito Matheus
dc.contributorhttp://lattes.cnpq.br/4486910967478337
dc.contributorhttp://lattes.cnpq.br/7175852696694290
dc.creatorSilva, Paula da
dc.date.accessioned2014-10-10
dc.date.accessioned2016-06-02T19:39:48Z
dc.date.available2014-10-10
dc.date.available2016-06-02T19:39:48Z
dc.date.created2014-10-10
dc.date.created2016-06-02T19:39:48Z
dc.date.issued2013-09-04
dc.identifierSILVA, Paula da. Pedagogia da terra na UFSCar: uma análise acerca da proposta metodológica e das práticas educativas da turma Helenira Resende. 2013. 149 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013.
dc.identifierhttps://repositorio.ufscar.br/handle/ufscar/2735
dc.description.abstractOur goal in this paper is to report and try to analyze the methodological approach and the pedagogical practices of the first Field Education Course conducted by INCRA and PRONERA in partnership with the Universidade Federal de São Carlos and Social Movements of the field, between the years 2008 and in 2011. For this we used a literature review, participatory research and data analysis. We started the work with a brief contextualization of social and economic conditions that trigger land struggles, then we characterize the four social movements struggling for land that participated in the planning, development and evaluation of the course. Given the role of the Movimento dos Trabalhadores Rurais Sem Terra MST, in the fight for land and rural education and have a better defined educational proposal, we list as a parameter to the proposals and actions of course. Then, in the second chapter, devote ourselves to education in the MST, your concept of school and the Pedagogy of Movement, and approach the issue of rural education and the contribution of PRONERA in its consolidation. Finally, in the third chapter we highlight our object, featuring the gang Helenira Resende, pioneered the Pedagogy Course Earth in the State of São Paulo, and reporting pedagogical and methodological approach of the course, in addition to practices performed during the four years, thus, we describe the evaluation process, the organization of the steps, the stage, the pedagogical practices in communities, the community, the times and educational spaces, in addition to mechanisms for monitoring the course. Thus, we seek to contribute to this account future research and the construction of memory of Pedagogy in the Field, in São Paulo and Brazil.
dc.publisherUniversidade Federal de São Carlos
dc.publisherBR
dc.publisherUFSCar
dc.publisherPrograma de Pós-Graduação em Educação - PPGE
dc.rightsAcesso Aberto
dc.subjectEducação
dc.subjectProposta metodológica
dc.subjectEducadores - formação
dc.subjectPedagogia da terra
dc.subjectPrática educativa
dc.subjectEducator training
dc.subjectMethodological approach
dc.subjectPedagogical practices
dc.subjectProposal methodology
dc.subjectEducational practice
dc.subjectField pedagogy
dc.titlePedagogia da terra na UFSCar: uma análise acerca da proposta metodológica e das práticas educativas da turma Helenira Resende
dc.typeTesis


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