Educação do campo e alternância no curso de licenciatura em pedagogia PRONERA/UFPB: encontro de teorias e práticas de educação popular
The following work approaches the theme of Rural Education regarding Higher Education as directed towards rural social subjects, using experience derived from the National Program of Land Reform (PRONERA on the original Portuguese language). This is a qualitative case study, examining the PRONERA�...
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| Tipo de documento: | dissertação |
| Estado: | Versão publicada |
| Data de publicação: | 2011 |
| País: | Brasil |
| Recursos: | Universidade Federal da Paraíba (UFPB) |
| Repositório: | Biblioteca Digital de Teses e Dissertações da UFPB |
| Idioma: | português |
| OAI Identifier: | oai:repositorio.ufpb.br:tede/4614 |
| Acesso em linha: | https://repositorio.ufpb.br/jspui/handle/tede/4614 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Educação do Campo Educação Popular Alternância Políticas públicas de Ensino Superior Curso de Licenciatura em Pedagogia PRONERA/UFPB Rural Education Popular Education Alternance Public politics of Higher Learning PRONERA/UFPB Pedagogy Licentiateship Course CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| Resumo: | The following work approaches the theme of Rural Education regarding Higher Education as directed towards rural social subjects, using experience derived from the National Program of Land Reform (PRONERA on the original Portuguese language). This is a qualitative case study, examining the PRONERA's Pedagogy Licentiateship Course developed in the Federal University of Paraíba (UFPB) and analyzing concepts and practices of Rural Education and how they are experienced. The research had the following specific goals: to comprehend Popular Education as a foundation of Rural Education; to analyze the unfolding of the concepts and practices of Rural Education as applied on Higher Education; and to analyze the repercussions of PRONERA's Pedagogy Licentiateship Course on rural settlements and their subjects. In order to achieve that, the research was developed using different (but complementary) methodological procedures, such as bibliographic and documental research, observation, interview and field journal. Our focus on the experience of alternance in the Course allowed us to examine the application of that pedagogical technique into the traditional structure of the university. With its organization into School Time and Community Time, the Course introduced different theoretical-methodological incursions into the knowledge's mode of production, articulating theory and practice, scientific and popular knowledge, academics and rural folk, recognizing the differences as approached by Boaventura de Sousa Santos (2008). And finally, the formation in alternance has enabled the students of the Course to act as development agents on their own settlements, using the educational activities developed in the Community Time, incentives on participating at social life and politics in the settlement, and experiencing groundbreaking projects dedicated to improving the quality of education and life in the community. |
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