Brasil | Tese
dc.contributorMeurer, Ane Carine
dc.contributorhttp://lattes.cnpq.br/6724702305350914
dc.contributorDavid, César de
dc.contributorAntunes, Helenise Sangoi
dc.contributorCancelier, Janete Webler
dc.contributorSouza, Maria Antônia de
dc.contributorZimmermann, Angelita
dc.creatorGroff, Altair
dc.date.accessioned2022-08-05T11:47:58Z
dc.date.accessioned2022-10-07T22:29:05Z
dc.date.available2022-08-05T11:47:58Z
dc.date.available2022-10-07T22:29:05Z
dc.date.created2022-08-05T11:47:58Z
dc.date.issued2022-06-14
dc.identifierhttp://repositorio.ufsm.br/handle/1/25805
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/4037373
dc.description.abstractTo deterritorialize is to undo, to destroy, to remove what was placed. The closing of schools in Restinga Sêca-RS’ countryside deconstructed a territorialization, schools that were built, people who inhabited the countryside, to then direct them to other territories, almost always urban. However, schools were not reterritorialized in the cities in a satisfactory way. Agribusiness sticks to the concentration of land, carrying out monoculture, then undoing the place, space, schools. That said, we emphasize that this research has, as a general objective, to understand the process of deterritorialization driven by the agribusiness of rural schools in the municipality of Restinga Sêca-RS and it’s interface with the deterritorialization of rural communities; and as specific objectives: To identify the territorialized schools in the municipality of Restinga Sêca since before it’s emancipation and, after this, the municipal administrative acts in which the process of deconstitution of schools begin; To prove that modern agriculture, expanded by agribusiness, has been deterritorializing communities, and in particular, countryside schools, and that resistance is constantly present; Recognize the importance of active schools in the Restinga Sêca countryside and the interfaces in the resistance to the non-closing of schools; e Present the deterritorialization of countryside schools in Restinga Sêca-RS and it’s consequences for schools and communities in the countryside and in the city. For this, we used the Dialectical Historical Materialism method. A field research in which we used instruments such as documentation and archive of the city hall of Restinga Sêca-RS; library collection; maps; Internet; depositions; study trips; and non-directive interviews with the participation of the Municipal Education Department of Restinga Sêca, communities surrounding the deactivated schools, teachers and graduates of these schools. As a result, we highlight that, of the 63 municipal schools established in the Restinga Sêca-RS’ countryside, 56 schools were deterritorialized and, with them, the communities followed the same process. We emphasize that the deterritorialization of schools in the countryside still comes from the 1960s, years in which the rural exodus began to take place, and the closing of schools took place in greater numbers in the 90s. despite being rural schools, rural education was built, the Restinga Sêca’ countryside was populated, but, through the so-called modern agriculture, it got rid of people and schools.
dc.publisherUniversidade Federal de Santa Maria
dc.publisherBrasil
dc.publisherGeografia
dc.publisherUFSM
dc.publisherPrograma de Pós-Graduação em Geografia
dc.publisherCentro de Ciências Naturais e Exatas
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectDesterritorialização das escolas do campo
dc.subjectRestinga Sêca - RS
dc.subjectGeografia
dc.subjectEducação do campo
dc.subjectDeterritorialization of countryside schools
dc.subjectGeography
dc.subjectCountryside education
dc.titleO processo de desterritorialização das escolas no campo em Restinga Sêca - RS
dc.typeTese


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