Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/19219 |
Resumo: | This academic research aims to evaluate the assumptions from pedagogy of alternation adopted by Brazilian EFA (Agricultural Family Schools) network regarding its commitment to offer whole formation and environment development. Those expressions are interpreted in this academic research, respectively, as emancipatory education and territoriality action. They counted on 143 school units in end of the 2014 in Brazil. Original from French and result of the initiative of small farmers properties, this school model presents itself as a contextualized solution and alternative to help to solve education failure in the countryside. The hypothesis put forward is that the school would meet its assumptions for whole formation and development. The research was carried out in mind by Theodor Adorno critical theory and the geographic interpretation of Milton Santos. The research information were composed by interviews with pedagogical, administrative and political leaders from schools network, articles published in a specialized countryside education magazine and documentation gathered in the school unit from Orizona city in Goiás state. Furthermore this academic research proposes to bring out the pedagogy of alternation history, the family school model and to argue about understanding of urbanity/countrified and city/countryside culture concepts. As a result of research, it was found that the family school model meets very strongly in the environment development assumption, acting on territoriality and farmer settlement through its educational activities while pedagogical actions to take in the premise of whole formation collaborates very little to the education for emancipation and autonomy who turns out to be coerced by integrative strength of the school by itself. In additional, this study aimed, without proposing any hypothesis, check the evolution of the human development indicator and the countryside population from areas where the school units are localized in order to compare them with their own macro areas: federal state, region and country. As a result it obtained important statistical information to be taken into account at formulation of theoretical studies now investigated |
id |
PUC_SP-1_e95f1888661b0dc6156690405c63b5ae |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/19219 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
Giovinazzo Junior, Carlos Antoniohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4350117T0Costa, Agnaldo Chagas2016-10-20T17:24:22Z2016-08-31Costa, Agnaldo Chagas. Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas. 2016. 138 f. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19219This academic research aims to evaluate the assumptions from pedagogy of alternation adopted by Brazilian EFA (Agricultural Family Schools) network regarding its commitment to offer whole formation and environment development. Those expressions are interpreted in this academic research, respectively, as emancipatory education and territoriality action. They counted on 143 school units in end of the 2014 in Brazil. Original from French and result of the initiative of small farmers properties, this school model presents itself as a contextualized solution and alternative to help to solve education failure in the countryside. The hypothesis put forward is that the school would meet its assumptions for whole formation and development. The research was carried out in mind by Theodor Adorno critical theory and the geographic interpretation of Milton Santos. The research information were composed by interviews with pedagogical, administrative and political leaders from schools network, articles published in a specialized countryside education magazine and documentation gathered in the school unit from Orizona city in Goiás state. Furthermore this academic research proposes to bring out the pedagogy of alternation history, the family school model and to argue about understanding of urbanity/countrified and city/countryside culture concepts. As a result of research, it was found that the family school model meets very strongly in the environment development assumption, acting on territoriality and farmer settlement through its educational activities while pedagogical actions to take in the premise of whole formation collaborates very little to the education for emancipation and autonomy who turns out to be coerced by integrative strength of the school by itself. In additional, this study aimed, without proposing any hypothesis, check the evolution of the human development indicator and the countryside population from areas where the school units are localized in order to compare them with their own macro areas: federal state, region and country. As a result it obtained important statistical information to be taken into account at formulation of theoretical studies now investigatedA pesquisa objetiva avaliar as premissas da pedagogia da alternância, adotada na rede de EFA (Escolas Famílias Agrícolas) brasileiras com relação ao compromisso de formação integral e desenvolvimento do meio, termos conceituados neste trabalho, respectivamente, como educação para emancipação e territorialização. Tal rede contava, no país, com 143 unidades escolares no ano de 2014. De origem francesa e fruto da iniciativa da cooperativa das famílias de pequenos proprietários e produtores rurais, esse modelo escolar foi concebido como solução contextualizada e alternativa para a carente educação no campo. A hipótese apresentada é de que a escola atenderia as suas premissas de formação e desenvolvimento. A pesquisa foi elaborada à luz da teoria crítica de Theodor Adorno e da interpretação de Milton Santos para a geografia brasileira. As informações de pesquisa de campo foram conseguidas por meio de entrevistas com gestores pedagógicos, administrativos e políticos da rede de escolas; da análise de artigos publicados em uma série de revistas especializadas e da documentação recolhida na unidade escolar de Orizona, estado de Goiás. Neste trabalho se propõe, ainda, tangenciar a história da pedagogia da alternância e do modelo de escolas familiares, bem como discutir conceitos inerentes à compreensão de urbanidade, ruralidade, cidade e campo. Como resultado, verificou-se que o modelo escolar atende muito fortemente a premissa de desenvolvimento do meio, atuando na territorialidade e na fixação da população no campo através de suas ações pedagógicas e funcionais, ao passo que as ações para contemplar a premissa de formação integral, pouco colabora com a emancipação e autonomia do aluno, que acaba por ser coagido pela força integradora da própria escola. Em adicional, esta pesquisa objetivou, sem propor qualquer hipótese, aferir a evolução do índice de desenvolvimento humano (IDH), e da população rural das cidades onde as unidades escolares se localizam, a fim de as comparar com suas próprias macrorregiões (estado, região e país) e como resultado se obteve importantes informações estatísticas levadas em consideração na elaboração teórica produzida acerca do tema investigadoConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/39923/Agnaldo%20Chagas%20Costa.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBrasilFaculdade de EducaçãoPedagogia da alternânciaEscola Família AgrícolaEducação no campoPedagogy of alternationAgricultural Family SchoolCountryside educationCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAgnaldo Chagas Costa.pdf.txtAgnaldo Chagas Costa.pdf.txtExtracted texttext/plain385083https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/5/Agnaldo%20Chagas%20Costa.pdf.txt2b7932f6ea82474cc170757aeb21d865MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/3/license.txtbd3efa91386c1718a7f26a329fdcb468MD53ORIGINALAgnaldo Chagas Costa.pdfAgnaldo Chagas Costa.pdfapplication/pdf1349658https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/2/Agnaldo%20Chagas%20Costa.pdff9920422dc9c5e8d123664dc675d9fa7MD52THUMBNAILAgnaldo Chagas Costa.pdf.jpgAgnaldo Chagas Costa.pdf.jpgGenerated Thumbnailimage/jpeg3320https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/4/Agnaldo%20Chagas%20Costa.pdf.jpga060d0a5970cbf8bd4b26849be1d3120MD54handle/192192022-06-09 08:15:39.749oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-09T11:15:39Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
title |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
spellingShingle |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas Costa, Agnaldo Chagas Pedagogia da alternância Escola Família Agrícola Educação no campo Pedagogy of alternation Agricultural Family School Countryside education CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
title_full |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
title_fullStr |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
title_full_unstemmed |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
title_sort |
Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas |
author |
Costa, Agnaldo Chagas |
author_facet |
Costa, Agnaldo Chagas |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giovinazzo Junior, Carlos Antonio |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4350117T0 |
dc.contributor.author.fl_str_mv |
Costa, Agnaldo Chagas |
contributor_str_mv |
Giovinazzo Junior, Carlos Antonio |
dc.subject.por.fl_str_mv |
Pedagogia da alternância Escola Família Agrícola Educação no campo |
topic |
Pedagogia da alternância Escola Família Agrícola Educação no campo Pedagogy of alternation Agricultural Family School Countryside education CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Pedagogy of alternation Agricultural Family School Countryside education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This academic research aims to evaluate the assumptions from pedagogy of alternation adopted by Brazilian EFA (Agricultural Family Schools) network regarding its commitment to offer whole formation and environment development. Those expressions are interpreted in this academic research, respectively, as emancipatory education and territoriality action. They counted on 143 school units in end of the 2014 in Brazil. Original from French and result of the initiative of small farmers properties, this school model presents itself as a contextualized solution and alternative to help to solve education failure in the countryside. The hypothesis put forward is that the school would meet its assumptions for whole formation and development. The research was carried out in mind by Theodor Adorno critical theory and the geographic interpretation of Milton Santos. The research information were composed by interviews with pedagogical, administrative and political leaders from schools network, articles published in a specialized countryside education magazine and documentation gathered in the school unit from Orizona city in Goiás state. Furthermore this academic research proposes to bring out the pedagogy of alternation history, the family school model and to argue about understanding of urbanity/countrified and city/countryside culture concepts. As a result of research, it was found that the family school model meets very strongly in the environment development assumption, acting on territoriality and farmer settlement through its educational activities while pedagogical actions to take in the premise of whole formation collaborates very little to the education for emancipation and autonomy who turns out to be coerced by integrative strength of the school by itself. In additional, this study aimed, without proposing any hypothesis, check the evolution of the human development indicator and the countryside population from areas where the school units are localized in order to compare them with their own macro areas: federal state, region and country. As a result it obtained important statistical information to be taken into account at formulation of theoretical studies now investigated |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-20T17:24:22Z |
dc.date.issued.fl_str_mv |
2016-08-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Costa, Agnaldo Chagas. Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas. 2016. 138 f. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19219 |
identifier_str_mv |
Costa, Agnaldo Chagas. Pedagogia da alternância: emancipação e territorialização nas Escolas Famílias Agrícolas. 2016. 138 f. Dissertação (Mestrado em Educação: História, Política, Sociedade) - Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
url |
https://tede2.pucsp.br/handle/handle/19219 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/5/Agnaldo%20Chagas%20Costa.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/3/license.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/2/Agnaldo%20Chagas%20Costa.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/19219/4/Agnaldo%20Chagas%20Costa.pdf.jpg |
bitstream.checksum.fl_str_mv |
2b7932f6ea82474cc170757aeb21d865 bd3efa91386c1718a7f26a329fdcb468 f9920422dc9c5e8d123664dc675d9fa7 a060d0a5970cbf8bd4b26849be1d3120 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1809277980658106368 |