Protagonismo e resistência: a educação do campo e as práticas pedagógicas na perspectiva da reapropriação da experiência no campesinato alagoano

• Autor(a) principal: Nunes, Carlos Henrique Ferreira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/5922
• topic: Educação rural - Alagoas; Campesinato – Alagoas; Educação – Estudo e ensino; Aprendizagem; Capitalismo; Education of the field - Alagoas; Peasantry - Alagoas; Education - Study and Teaching; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This master's thesis, entitled "Protagonism and Resistance: the education of the countryside and pedagogical practices in the perspective of re-appropriation of the experience of the Alagoan peasantry", has as main objective to indicate how an education project that was constituted through peculiar characteristics, the which produce a theoretical and practical corpus denominated "education of the field", and that in the last two decades has served as counterpoint to an education more focused on serving the interests of the market, which is based, although under governments more focused on the care of demands of the working class, and with the confrontation and rise of agribusiness and rural exodus, in the defense of a public rural school, autonomous and socially committed in its pedagogical work, linked to the social movements of the land and creator of a pedagogy of its own, and such practices are configured as re-appropriation of time, that is, of the experation. Benjamin's reading helps us to understand the relationship between this pedagogical doing and the possibilities of breaking with the cycle of repetitions imposed by modern and capitalist society through the allegorical reading and interpretation of narratives, an educational practice that takes into account the historicity that the narrative ends and can recover through the confrontation and exploitation of texts the criticality and capacity for radical transformation of the peasant school, above all, in a state that demands a militant education that does not conform to a legacy of a cultural tradition marked by submission to the latifundio and valorization of the city to the detriment of the countryside.