A EDUCAÇÃO DO CAMPO NO CONTEXTO HISTÓRICO-POLÍTICO DO PRONERA NO MARANHÃO: limites e desafios
The main objective of this dissertation is to analyze Education in the Countryside of Maranhão in the context of the creation of the Agrarian National Reform Programme for Education - PRONERA, a nationwide public policy gestated by the contestatory action of social movements and unions, and material...
| Autor: | |
|---|---|
| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Recursos: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Biblioteca Digital de Teses e Dissertações da UFMA |
| Idioma: | portugués |
| OAI Identifier: | oai:tede2:tede/89 |
| Acesso em linha: | http://tedebc.ufma.br:8080/jspui/handle/tede/89 |
| Access Level: | acceso abierto |
| Palavra-chave: | PRONERA educação do campo políticas públicas movimentos sociais countryside education public policies social Movements CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| Resumo: | The main objective of this dissertation is to analyze Education in the Countryside of Maranhão in the context of the creation of the Agrarian National Reform Programme for Education - PRONERA, a nationwide public policy gestated by the contestatory action of social movements and unions, and materialized with the support a set of institutions and organizations that gathered around the educational situation of the countryside. To this end, we seek to understand the relations established between the State and civil society in the current phase of capitalism, as well as the characteristics that public policy has been taking on and its ability to actualize the historical and arduous social rights won by humanity. Following, we discuss the struggle of social movements for the affirmation of the right to education and their importance in the fight for educational policies that address the populations of the countryside, whose difficulties of access, permanence and school performance reflect the inefficiency and lack of public policies addressed this field, creating a condition of educational exclusion. Finally, we analyze more accurately the 1990s of the previous century, historical time of intense pressure and political organization that led to the construction of the theoretical framework of Countryside Education and articulated the creation of PRONERA, program that carries the great challenge of improving the rates of formal schooling of the favored public of Agrarian Reform. |
|---|