Estágio interdisciplinar de vivência como espaço de emergência do mundo da vida

• Autor(a) principal: Garcia, Gabriela Viero
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/8905
• topic: Universidade; Pedagogia da alternância; Estágio interdisciplinar de vivência; Agir comunicativo; Ecologia dos saberes; University; Pedagogy of alternation; Interdisciplinary internship experience; Ecology of knowledge; Communicative action; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA

Willing for a critical review of vocational training at the University, trough the approaching of graduation students to the reality of agrarian reform settlements, arises in the 80s in Brazil, the Interdisciplinary Internship Experience (EIV). The EIVs purpose is to bring closer the academic degree of reality of agrarian reform settlements, by living in family farmers' homes, seeking for critical reflection of vocational training at the University. Described as a singular experience and an alternative to conventional training offered by universities, the EIVs presents as they particularity their organization, from student initiatives and coordinated with Field's Social Movements (MSC), with the collaborative participation of University professors, government agencies and trade unions, using alternation pedagogy method. The goal of this study was to analyze the EIV as a way of knowing the reality of agrarian reform settlements , through the pedagogy of alternation method, from the perspective of Communicative Action of Habermas (2012) and Ecology of Knowledge of Santos (2002). To achieve these goals, a qualitative research was performed, through participant observation during the organization and implementation of the 10th EIV-SM, semi-structured interviews with trainees of the 10th EIV and participants from previous editions of EIV. It was observed that the EIV is contributing on the knowledge of the reality of agrarian reform settlements, enabling students to reflect about their professional formation.