Escolarizar o campesinato ou campesinar a escola?: uma experiência escola em alternância no norte do Espírito Santo
The thesis discusses the relationship between study and peasant work in the Family Center in Alternation Training. The school is located territorially in the north of the state of Espírito Santo, territory with strong work presence and peasant movement. A qualitative research that used interviews, t...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Repositório Institucional da UFMG |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/BUOS-B23MP6 |
| Acceso en línea: | http://hdl.handle.net/1843/BUOS-B23MP6 |
| Access Level: | acceso abierto |
| Palabra clave: | Escola família agrícola Pedagogia da alternância Trabalho e educação Educação do campo Educação para o trabalho Ecologia agrícola Camponeses Educação Letramento Movimentos sociais rurais Educação popular Educação rural Trabalhadores rurais Educação Famílias rurais Agroindústria Escolas rurais |
| Sumario: | The thesis discusses the relationship between study and peasant work in the Family Center in Alternation Training. The school is located territorially in the north of the state of Espírito Santo, territory with strong work presence and peasant movement. A qualitative research that used interviews, talk wheels, documentary analysis and cartographic organization. In the theoretical referential we discuss Rural Education, its phases and historical affiliations, Popular Education as a resistance, and Field Education as the contradictory synthesis of Rural Education with Popular Education; the Peasantry as a social class, the Agribusiness as an agent of capital, and Agroecology as peasant resistance; the Pedagogy of Alternation and the relation work and education appear as constituent elements of the formation of this center of formation. The school, besides the technical training for the work in the field and literacy, presents itself as a territorial center of alternating formation, constituted together with the territoriality of the rural schools that favors the creation and recreation of peasant territoriality in the north of Espirito Santo. We conclude that the tools of alternation enable a family-school relationship, which allows the dynamics of family work to appear in school. We observe a long route for the construction of rural schools, proposals that break with the logic of the land only as a commodity and demonstrate the countryside as a place of life and cultural diversity. |
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