ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ

Detalhes bibliográficos
Autor(a) principal: MARIANO, ALESSANDRO SANTOS
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/842
Resumo: The following thesis has the objective of analyzing until what point the implementation of the curricular proposal “Cycles of Human Formation with Study Complexes,” in the Itinerant Schools in the MST’s encampments in Paraná, can contribute to altering the form of the school, and create fighters and constructers of social change. This study is focused on the schools that are linked to the struggle for agrarian reform in Brazil. The proposal was constructed from the practices that developed in these schools and the necessities of the movement. During its 32 years of existence, the movement has constructed a pedagogical theory called the Pedagogy of the Movement, which has several pedagogical areas: life, work, social struggle, collective organization, culture, and history. It is a pedagogy based in Paulo Freire’s (2005) Pedagogy of the Oppressed. This curricular proposal is connected to the educational practices that working class groups developed in the Russian revolution, including the experience of the School of Work analyzed by the authors Pistrak (2000 & 2009) and Shulgin (2013). The theory produced during this process of class struggle was critically incorporated into the Itinerant Schools in Paraná, advancing the school’s goals, and offering paths for a new form of school based in the practices of self-governance and socially beneficial work. This thesis is based on an intense process of investigation, with an analysis of primary and secondary documents and fieldwork. The fieldwork consisted of: a) Participation in the process of curricular planning in 2012 and 2014, through meetings of the Pedagogical Collective, which includes representatives from all of the Itinerant Schools in Paraná. B) Research in one of the Itinerant School, Caminhos do Saber (Paths of Knowledge), in the municipality of Ortigueira, Paraná, where I verified the implementation of this proposal in the everyday life of the school. The methods included observations, interviews with educators and pedagogical coordinators, focus groups with the students that coordinate the sectorial nucleuses, and the application of a survey with the students in the final years of primary and secondary school. This research illustrates that the Itinerant Schools are a collective experiment in recreating the School of Work, which involves the participation of the educators of the school, the MST Education Sector, students, the community in the encampment, and university professors dedicated to this pedagogical process. I show evidence of a new form of school that has been created, based in the values of work and life, with the organization of the “Cycles of Human Formation” that bring students together by age/time of life. This experiment also utilizes instruments of participatory evaluation, through the Study Complexes, and develops practices and spaces of student self-governance, with the creation of sectorial nuclei, spaces of practical work (garden, memory, library, domestic services, among others), and the participation of students in the administration of the school. This thesis provides evidence that the teachers are attempting to teach through a dialogue with the life of the students (portions of their reality), through the application of a “survey of reality” and through collective planning, which allows them to connect all of the curricular content to an aspect of students’ lives. This pedagogical experiment is in process and has many limits, given the fact that these are public schools. These schools are also located in spaces of working class struggle, in camps that were created by landless families, and have many physical and financial difficulties. The State does not guarantee the necessary conditions for the schools. Despite these difficulties, these schools have become fertile spaces of innovation, and of the creation of a curricular proposal that is linked to the struggle of working class groups. This thesis presents lessons about this important experiment in altering the content and form of the school, in order to form youth that are fighters and constructers of social change.
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spelling Sapelli, Marlene Lucia Sieberthttp://lattes.cnpq.br/9942926527889082054.319.989-43http://lattes.cnpq.br/2795756243675011MARIANO, ALESSANDRO SANTOS2017-11-16T17:00:17Z2016-08-26MARIANO, ALESSANDRO SANTOS. ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ. 2016. 255 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/842The following thesis has the objective of analyzing until what point the implementation of the curricular proposal “Cycles of Human Formation with Study Complexes,” in the Itinerant Schools in the MST’s encampments in Paraná, can contribute to altering the form of the school, and create fighters and constructers of social change. This study is focused on the schools that are linked to the struggle for agrarian reform in Brazil. The proposal was constructed from the practices that developed in these schools and the necessities of the movement. During its 32 years of existence, the movement has constructed a pedagogical theory called the Pedagogy of the Movement, which has several pedagogical areas: life, work, social struggle, collective organization, culture, and history. It is a pedagogy based in Paulo Freire’s (2005) Pedagogy of the Oppressed. This curricular proposal is connected to the educational practices that working class groups developed in the Russian revolution, including the experience of the School of Work analyzed by the authors Pistrak (2000 & 2009) and Shulgin (2013). The theory produced during this process of class struggle was critically incorporated into the Itinerant Schools in Paraná, advancing the school’s goals, and offering paths for a new form of school based in the practices of self-governance and socially beneficial work. This thesis is based on an intense process of investigation, with an analysis of primary and secondary documents and fieldwork. The fieldwork consisted of: a) Participation in the process of curricular planning in 2012 and 2014, through meetings of the Pedagogical Collective, which includes representatives from all of the Itinerant Schools in Paraná. B) Research in one of the Itinerant School, Caminhos do Saber (Paths of Knowledge), in the municipality of Ortigueira, Paraná, where I verified the implementation of this proposal in the everyday life of the school. The methods included observations, interviews with educators and pedagogical coordinators, focus groups with the students that coordinate the sectorial nucleuses, and the application of a survey with the students in the final years of primary and secondary school. This research illustrates that the Itinerant Schools are a collective experiment in recreating the School of Work, which involves the participation of the educators of the school, the MST Education Sector, students, the community in the encampment, and university professors dedicated to this pedagogical process. I show evidence of a new form of school that has been created, based in the values of work and life, with the organization of the “Cycles of Human Formation” that bring students together by age/time of life. This experiment also utilizes instruments of participatory evaluation, through the Study Complexes, and develops practices and spaces of student self-governance, with the creation of sectorial nuclei, spaces of practical work (garden, memory, library, domestic services, among others), and the participation of students in the administration of the school. This thesis provides evidence that the teachers are attempting to teach through a dialogue with the life of the students (portions of their reality), through the application of a “survey of reality” and through collective planning, which allows them to connect all of the curricular content to an aspect of students’ lives. This pedagogical experiment is in process and has many limits, given the fact that these are public schools. These schools are also located in spaces of working class struggle, in camps that were created by landless families, and have many physical and financial difficulties. The State does not guarantee the necessary conditions for the schools. Despite these difficulties, these schools have become fertile spaces of innovation, and of the creation of a curricular proposal that is linked to the struggle of working class groups. This thesis presents lessons about this important experiment in altering the content and form of the school, in order to form youth that are fighters and constructers of social change.A presente dissertação, tem por objetivo analisar até que ponto a implementação da proposta curricular dos Ciclos de Formação Humana com Complexos de Estudo, nas Escolas Itinerantes dos acampamentos do MST, no Paraná, contribui para alterar a forma e conteúdo da escola, na perspectiva da formação de lutadores e construtores. Este estudo se detém na investigação de escolas que se vinculam à luta por Reforma Agrária, no Brasil. A proposta foi construída a partir das práticas realizadas nas referidas escolas e das necessidades do Movimento, em seus 32 anos de existência, que construiu uma teoria pedagógica chamada Pedagogia do Movimento, que tem como matrizes pedagógicas: a vida, o trabalho, a luta social, a organização coletiva, a cultura e a história, uma pedagogia embasada, inicialmente, na pedagogia do oprimido de Paulo Freire(2005). Essa proposta curricular se conecta às práticas de educação e de escola, desenvolvida pela classe trabalhadora, desde a Revolução Russa, com a experiência da Escola do Trabalho, sistematizada pelos autores Pistrak (2000& 2009) e Shulgin (2013). A teoria produzida no processo de luta da classe trabalhadora foi incorporada de maneira crítica, nas Escolas Itinerantes do Paraná, avançando em proposições e, principalmente apontando caminhos para uma nova forma escolar desde as práticas de auto-organização e trabalho socialmente necessário. Para tanto, desenvolvemos um denso processo de investigação contando com revisão bibliográfica, análise documental e pesquisa de campo. A pesquisa de campo se devolveu por meio da participação in loco no processo de planejamento curricular nos anos de 2012 a 2014, espaço de reunião do Coletivo Pedagógico, com representação de todas as Escolas Itinerantes do Paraná; visita à Escola Itinerante Caminhos do Saber, no município de Ortigueira-PR, espaço no qual verificamos a implementação da proposta no cotidiano da escola. Para isso, utilizamos observação, entrevistas aos educadores(as) e coordenação pedagógica, realização de grupo focal com os(as) educandos(as) que lideram os núcleos setoriais e aplicação de questionários para educandos(as) dos Anos Finais do Ensino Fundamental e Ensino Médio. O estudo constatou um exercício coletivo de ensaio da Escola do Trabalho, que envolve os educadores(as) das escolas, Setor de Educação do MST, educandos(as), comunidade acampada e educadores(as) universitários(as) comprometidos com essa experimentação pedagógica. Evidenciamos germes de uma nova forma escolar, orientada pela matriz do trabalho e da vida, com organização em Ciclos de Formação Humana, que agrupa os estudantes por idades/tempo de vida e utiliza instrumentos de avaliação participativa, por meio dos Complexos de Estudo, desenvolve práticas e espaços de auto-organização dos estudantes, com a criação de núcleos setoriais, espaço de trabalho prático (horta, memória, biblioteca, serviços domésticos entre outros) e a participação dos estudantes na gestão da escola. Evidenciamos um esforço dos(as) educadores(as) em fazer o ensino em relação com a vida (porções da realidade), por meio da construção do inventário da realidade e do planejamento coletivo, conectando os conteúdos com aspectos da vida. O referido experimento pedagógico está em processo e tem sido realizado com muitos limites, pois são escolas públicas, que se fazem em situação de luta dos(as) trabalhadores(as), nos acampamentos improvisados de famílias Sem Terra, contando com dificuldades físicas e financeiras, pois o Estado, não garante as condições necessárias para o funcionamento das mesmas. Apesar dessas dificuldades, essas escolas apresentam-se como espaço fértil de formulação de uma proposta curricular, por estar colada à luta da classe trabalhadora e apresenta lições, ensaios de alteração do conteúdo e da forma escolar, no caminho da formação de lutadores e construtores.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2017-11-16T16:59:55Z No. of bitstreams: 1 ALESSANDRO SANTOS MARIANO.pdf: 4062369 bytes, checksum: 23e179c13b78d9eafe51e4da7dbfe6e8 (MD5)Approved for entry into archive by Fabiano Jucá (fjuca@unicentro.br) on 2017-11-16T17:00:03Z (GMT) No. of bitstreams: 1 ALESSANDRO SANTOS MARIANO.pdf: 4062369 bytes, checksum: 23e179c13b78d9eafe51e4da7dbfe6e8 (MD5)Approved for entry into archive by Fabiano Jucá (fjuca@unicentro.br) on 2017-11-16T17:00:10Z (GMT) No. of bitstreams: 1 ALESSANDRO SANTOS MARIANO.pdf: 4062369 bytes, checksum: 23e179c13b78d9eafe51e4da7dbfe6e8 (MD5)Made available in DSpace on 2017-11-16T17:00:17Z (GMT). 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dc.title.por.fl_str_mv ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
dc.title.alternative.eng.fl_str_mv Practices in the School of Work in the Context of the MST’s Struggle: The Curricular Proposal of the Cycles of Human Formation with Study Complexes, in the Itinerant Schools of Paraná
title ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
spellingShingle ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
MARIANO, ALESSANDRO SANTOS
Escola Itinerante
MST
Complexos de Estudo
Ciclos de formação humana
Itinerant School
MST
Study Complexes
Cycles of Human Formation
CIENCIAS HUMANAS::EDUCACAO
title_short ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
title_full ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
title_fullStr ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
title_full_unstemmed ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
title_sort ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ
author MARIANO, ALESSANDRO SANTOS
author_facet MARIANO, ALESSANDRO SANTOS
author_role author
dc.contributor.advisor1.fl_str_mv Sapelli, Marlene Lucia Siebert
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9942926527889082
dc.contributor.authorID.fl_str_mv 054.319.989-43
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2795756243675011
dc.contributor.author.fl_str_mv MARIANO, ALESSANDRO SANTOS
contributor_str_mv Sapelli, Marlene Lucia Siebert
dc.subject.por.fl_str_mv Escola Itinerante
MST
Complexos de Estudo
Ciclos de formação humana
topic Escola Itinerante
MST
Complexos de Estudo
Ciclos de formação humana
Itinerant School
MST
Study Complexes
Cycles of Human Formation
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Itinerant School
MST
Study Complexes
Cycles of Human Formation
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The following thesis has the objective of analyzing until what point the implementation of the curricular proposal “Cycles of Human Formation with Study Complexes,” in the Itinerant Schools in the MST’s encampments in Paraná, can contribute to altering the form of the school, and create fighters and constructers of social change. This study is focused on the schools that are linked to the struggle for agrarian reform in Brazil. The proposal was constructed from the practices that developed in these schools and the necessities of the movement. During its 32 years of existence, the movement has constructed a pedagogical theory called the Pedagogy of the Movement, which has several pedagogical areas: life, work, social struggle, collective organization, culture, and history. It is a pedagogy based in Paulo Freire’s (2005) Pedagogy of the Oppressed. This curricular proposal is connected to the educational practices that working class groups developed in the Russian revolution, including the experience of the School of Work analyzed by the authors Pistrak (2000 & 2009) and Shulgin (2013). The theory produced during this process of class struggle was critically incorporated into the Itinerant Schools in Paraná, advancing the school’s goals, and offering paths for a new form of school based in the practices of self-governance and socially beneficial work. This thesis is based on an intense process of investigation, with an analysis of primary and secondary documents and fieldwork. The fieldwork consisted of: a) Participation in the process of curricular planning in 2012 and 2014, through meetings of the Pedagogical Collective, which includes representatives from all of the Itinerant Schools in Paraná. B) Research in one of the Itinerant School, Caminhos do Saber (Paths of Knowledge), in the municipality of Ortigueira, Paraná, where I verified the implementation of this proposal in the everyday life of the school. The methods included observations, interviews with educators and pedagogical coordinators, focus groups with the students that coordinate the sectorial nucleuses, and the application of a survey with the students in the final years of primary and secondary school. This research illustrates that the Itinerant Schools are a collective experiment in recreating the School of Work, which involves the participation of the educators of the school, the MST Education Sector, students, the community in the encampment, and university professors dedicated to this pedagogical process. I show evidence of a new form of school that has been created, based in the values of work and life, with the organization of the “Cycles of Human Formation” that bring students together by age/time of life. This experiment also utilizes instruments of participatory evaluation, through the Study Complexes, and develops practices and spaces of student self-governance, with the creation of sectorial nuclei, spaces of practical work (garden, memory, library, domestic services, among others), and the participation of students in the administration of the school. This thesis provides evidence that the teachers are attempting to teach through a dialogue with the life of the students (portions of their reality), through the application of a “survey of reality” and through collective planning, which allows them to connect all of the curricular content to an aspect of students’ lives. This pedagogical experiment is in process and has many limits, given the fact that these are public schools. These schools are also located in spaces of working class struggle, in camps that were created by landless families, and have many physical and financial difficulties. The State does not guarantee the necessary conditions for the schools. Despite these difficulties, these schools have become fertile spaces of innovation, and of the creation of a curricular proposal that is linked to the struggle of working class groups. This thesis presents lessons about this important experiment in altering the content and form of the school, in order to form youth that are fighters and constructers of social change.
publishDate 2016
dc.date.issued.fl_str_mv 2016-08-26
dc.date.accessioned.fl_str_mv 2017-11-16T17:00:17Z
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dc.identifier.citation.fl_str_mv MARIANO, ALESSANDRO SANTOS. ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ. 2016. 255 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.
dc.identifier.uri.fl_str_mv http://tede.unicentro.br:8080/jspui/handle/jspui/842
identifier_str_mv MARIANO, ALESSANDRO SANTOS. ENSAIOS DA ESCOLA DO TRABALHO NO CONTEXTO DAS LUTAS DO MST: A PROPOSTA CURRICULAR DOS CICLOS DE FORMAÇÃO HUMANA COM COMPLEXOS DE ESTUDO, NAS ESCOLAS ITINERANTES NO PARANÁ. 2016. 255 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.
url http://tede.unicentro.br:8080/jspui/handle/jspui/842
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dc.publisher.none.fl_str_mv Universidade Estadual do Centro-Oeste
dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Educação (Mestrado - Irati)
dc.publisher.initials.fl_str_mv UNICENTRO
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Unicentro::Departamento de Ciências Humanas, Letras e Artes
Unicentro::Departamento de Pedagogia
publisher.none.fl_str_mv Universidade Estadual do Centro-Oeste
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