Tesis
Educação do campo : uma análise do diálogo entre saber escolar e saber local no contexto do programa Projovem
Fecha
2014-03-27Registro en:
GUGELMIN, Glória Maria Mendes Curvo. Educação do campo: uma análise do diálogo entre saber escolar e saber local no contexto do programa ProJovem. 2014. 87 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2014.
Autor
Lima, Tânia Maria de
http://lattes.cnpq.br/1003388291863684
Lima, Tânia Maria de
275.001.791-20
http://lattes.cnpq.br/1003388291863684
Oliveira, Ozerina Victor de
406.219.521-68
http://lattes.cnpq.br/1863707315885015
275.001.791-20
Machado, Ilma Ferreira
329.453.611-91
http://lattes.cnpq.br/0225097375591773
Vieira, Angelina de Melo
144.591.679-72
http://lattes.cnpq.br/0250200606041220
Institución
Resumen
This dissertation is about the program Projovem Campo Saberes da Terra which is promoted by the Ministry of Education in order to increase quality and access to education to the rural youth, historically excluded from the educational process. Taking into account the principles of Projovem turn the attention to the scope of guiding the curriculum about respect to characteristics, needs and pluralities of country people, this study sought to understand how occurred dialog between scholar knowledge and local wisdom in order to identify learning situations which would increase politic-social act in countryside and beyond it. It was assumed the curriculum is a discursive practice, therefore, is also a power, meaning and assigning meaning practice. The scenery of the present study was rural school located in city of Nobres, Mato Grosso. Considering the analyzed context complexity, it was opted by an investigation method which would allow an immersion in real pedagogic situations. The empirical material was extracted from participating observation, interviews and informal conversations. It was taken emphasis to educative dynamics in classroom and to other curricular circumstances that could evidence the efforts of dialogue between school knowledge and local knowledge. Data analysis indicated that, on the one hand the rural young people (target audience) expressed little interest to the program, on the other hand, rural women saw on it an opportunity to access education since the curricular configuration allowed a reconciliation between housework and school activities. This explains why we named the Program Promulher do Campo. The data also indicated that although teachers have expressed certain ignorance about the curricular orientations expressed in official documents for Projovem do campo, in practice some principles made themselves present, especially about adoption of family farming as a pivotal point in the educational process. Remarkable features of family farming (subsistence production, solidarity, mutual cooperation, trade surplus, etc.) were observed in pedagogical activities performed within the school. This can be illustrated by the Project “Feira de Produtos da Nossa Terra” and by the creation of an Association of Peasant Women. The findings of this study reinforce the thesis that educational policies are not concluded processes put in practice in a mechanical and decontextualized manner. Policies tend to be contextualized according to the history of the subjects and institutions that are involved in them.