The education of the rural worker: socio-educational aspects in the peasant in the agricultural territory
This report with the characteristic of an article, deals with the construction of sociological knowledge based on dialogue, since it is necessary from a multiplicity and interdisciplinarity of knowledge permanently, and that challenges the researcher all the time in the face of social contexts, push...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Recursos: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Campo - Território |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/66484 |
| Acesso em linha: | https://seer.ufu.br/index.php/campoterritorio/article/view/66484 |
| Access Level: | acceso abierto |
| Palavra-chave: | Sociologia Rural Diálogo Educação Camponês Trabalhador Rural Rural Sociology Dialogue Education Farmer Rural worker |
| Resumo: | This report with the characteristic of an article, deals with the construction of sociological knowledge based on dialogue, since it is necessary from a multiplicity and interdisciplinarity of knowledge permanently, and that challenges the researcher all the time in the face of social contexts, pushing it forward. to elaborate ways and readings contextualized with the reality in/of the Field. Based on this assumption, it is important to clarify that through the inquiries it was necessary to construct this research. What is the role played by social movements in the construction of education in and in the countryside? And what are the challenges for an education contextualized to the realities of rural people? Since the objective of the research is to discuss peasant education in a perspective of dialogic and meaningful learning. The present study has a bibliographic and documentary character, the result of the rural sociology classes of the Masters in Rural Extension at the University of Vale do São Francisco, the present study analyzes the contributions of educational policies regarding the community in/do Campo. The study shows the relevance of this discussion in the face of the right to education guaranteed by law in the Federal Constitution -CF of 1988, also making itself valid for the population in rural areas. The present text proposed, through dialogues, aspects such as: public educational policies and the need to think and rethink the school, especially the school in / in the countryside. It will help future researchers in the use of a methodology based on collective thinking without discrimination, in order to contextualize rural sociology that is meaningful and participatory for the peasant. |
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