Escola Família Agrícola Padre André (EFAPA): um projeto de educação em território camponês frente a expansão do agronegócio

• Autor(a) principal: Santos, Bruno Henrique Magalhães
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12676
• topic: Escola Família Agrícola (EFA); Educação do campo no estado da Bahia; Fronteira agrícola no oeste do estado da Bahia; Processo de formação de jovens camponeses; Family Agricultural School (EFA); Rural education in the state of Bahia; Agricultural frontier in the western state of Bahia; Education process of young peasants; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

This paper presents a research about the history of the creation of Padre André Family Agricultural School (EFAPA) and its operation, located in the municipality of Correntina-BA, in a rural area, where it has been working for twenty-eight years in the education of peasants' children (family farmers), promoting Rural Education through the Alternating Cycle Pedagogy. In the beginning, it offered Middle School Education and, since 2013, it has offered the Integrated High School Technical Course in Agribusiness as an alternative to mitigate the rural exodus in this territory and allow young people from the countryside to have an education that is more adequate to the reality of the country man and woman. Therefore, it is a professional education dedicated to the complete formation and development of the family production unit of the student, graduates, and their community. Given the educational proposal of this school and the lack of studies in the field of stricto sensu research on its educational process, this paper sought to investigate how the historical process of creating EFAPA in the municipality of Correntina-BA has taken place. To this end, the following specific objectives were established: to understand and systematize the current socio-historical and political context of the territory where the school is located and of the time of its creation; to understand and analyze its politicalpedagogical project, as well as to identify the perceptions and perspectives of the members of the school community about issues related to their daily lives. The research, qualitative in nature, used the methodological techniques of literature review, document analysis and data collection through semi-structured interviews. The following references were used to discuss Rural Education: Arroyo and Fernandes (1999); Caldart (2012); Kolling, Cerioli, and Caldart (2002); as for the origin of the Pedagogy of Alternating Cycle and the EFA's in Brazil, they were based on: Queiroz (2004); Gimonet (2007); Begnami (2019) and Silva (2006). The research showed that EFAPA emerged in the municipality and Correntina in a context in which the State was favoring the territorial expansion of agribusiness and in a large part of Western Bahia. As a result, in this period, conflicts and disputes over territory and water resources between peasants and landowners/agro-export companies were intensified. Its creation was seen as a way for peasants to promote the right to education for themselves and their children in face of the negligence of the State in guaranteeing this right. The educational project of the EFA is established as an alternative of resistance of peasants in the countryside and as a possibility of opposing the project of capital agriculture in Western Bahia, through the encouragement of agroecological and sustainable practices.