As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tde/1863 |
Resumo: | This survey tends to understand the contributions of the Escolas Família Agrícola (EFAs) from Goiás, Orizona and Uirapuru municipality to the strengthening of the countryside agriculture. The construction of EFAs in Goiás territory started in 90 s in Goiás municipality. This way, these experiences in the Alternance Pedagogy are being made by the Centros Familiares de Formação por Alternância (CEFFAs), the EFAs and the Casas Familiares Rurais (CFRs) that working th e four pillars of the Altenance Pedagogy. So, the EFAs was thought to attend specifically the youngs of the country and to search alternatives before the difficulties that the countryside farmers face it out about of knowledgement of agricultural techniqu es. The Professional background of the Alternative Pedagogy has gotten to the country youngs the development of new agricultural and cattle -breeding practices to have in view increasing the earn and to stay in the country. This survey has the comprehension that only the school can t solve social and techniques problems and it s necessary to invite another intutitions to reach common actions in the political and pedagogy camp. The survey also showed that EFAs facing a lot of of challenge against impositions of educational politics, devaluation of the countryman and the exaltation of the business of the country. The technical graduation isn t answering the expectatives of the students and the families in its right sense, because of lack of the professionals to assume the control in the professionalizing education. It s showed that pedagogics coordination and the associations has difficult to understand and to be in control of instruments of alternance , showed in the lack of continued graduation from the monitors/teachers that are acting in the education of the country, this fault are present in the EFAs. Still there are difficulties to understand EFAS as educational movement, by the contradictions that is shoed in these schools, reproducing the traditionalism logical. But EFAs and the Alternative Pedagogy remain the alternative of passable education in the countryside, because this method gets to integrate school, family and community in the search of solutions to the problem of the countrymen. This survey put emphasis in the constructions of the country territories by the territorial dispute, presents in the occupations and resistance of the agricultural countrymen. The role of EFAs in this situation and how their peda gogic actions contribute in the territorial development and the strengthening of the countryside of the countryside agriculture. Even so, there is a discussion about the geography instruction and its relation with the country. This work was made in Gimonet (2007), Fernandes (2004), Raffestin (1980 ) Queiroz (2004) and Azevedo (1999) theory centered. |
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CALAÇA, Manoelhttp://lattes.cnpq.br/1893714192029341http://lattes.cnpq.br/0497097514673228JESUS, José Novais de2014-07-29T15:32:02Z2012-01-102010-04-14JESUS, José Novais de. The family farm schools in Goiás territory: the pedagogy of alternation as a perspective for the development and strengthen rural agriculture. 2010. 244 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2010.http://repositorio.bc.ufg.br/tede/handle/tde/1863This survey tends to understand the contributions of the Escolas Família Agrícola (EFAs) from Goiás, Orizona and Uirapuru municipality to the strengthening of the countryside agriculture. The construction of EFAs in Goiás territory started in 90 s in Goiás municipality. This way, these experiences in the Alternance Pedagogy are being made by the Centros Familiares de Formação por Alternância (CEFFAs), the EFAs and the Casas Familiares Rurais (CFRs) that working th e four pillars of the Altenance Pedagogy. So, the EFAs was thought to attend specifically the youngs of the country and to search alternatives before the difficulties that the countryside farmers face it out about of knowledgement of agricultural techniqu es. The Professional background of the Alternative Pedagogy has gotten to the country youngs the development of new agricultural and cattle -breeding practices to have in view increasing the earn and to stay in the country. This survey has the comprehension that only the school can t solve social and techniques problems and it s necessary to invite another intutitions to reach common actions in the political and pedagogy camp. The survey also showed that EFAs facing a lot of of challenge against impositions of educational politics, devaluation of the countryman and the exaltation of the business of the country. The technical graduation isn t answering the expectatives of the students and the families in its right sense, because of lack of the professionals to assume the control in the professionalizing education. It s showed that pedagogics coordination and the associations has difficult to understand and to be in control of instruments of alternance , showed in the lack of continued graduation from the monitors/teachers that are acting in the education of the country, this fault are present in the EFAs. Still there are difficulties to understand EFAS as educational movement, by the contradictions that is shoed in these schools, reproducing the traditionalism logical. But EFAs and the Alternative Pedagogy remain the alternative of passable education in the countryside, because this method gets to integrate school, family and community in the search of solutions to the problem of the countrymen. This survey put emphasis in the constructions of the country territories by the territorial dispute, presents in the occupations and resistance of the agricultural countrymen. The role of EFAs in this situation and how their peda gogic actions contribute in the territorial development and the strengthening of the countryside of the countryside agriculture. Even so, there is a discussion about the geography instruction and its relation with the country. This work was made in Gimonet (2007), Fernandes (2004), Raffestin (1980 ) Queiroz (2004) and Azevedo (1999) theory centered.Esta pesquisa busca compreender as contribuições das Escolas Família Agrícola (EFAs) dos municípios de Goiás, Orizona e Uirapuru para o fortalecimento da agricultura camponesa. As construções das EFAs em território goiano sugiram a partir da década de 1990 no Município de Goiás. Assim, essas experiências na Pedagogia da Alternância estão sendo assumidas pelos Centros Familiares de Formação por Alternância (CEFFAs), são as EFAs e as Casas Familiares Rurais (CFRs), que trabalham os quatro pilares da pedagogia da Alternância. Nesse sentido, as EFAs foram pensadas para aten der especificamente os jovens do campo e buscar alternativas diante das dificuldades que os agricultores camponeses enfrentavam referentes aos conhecimentos de técnicas agrícolas . A educação profissional por meio da Pedagogia da Alternância tem proporciona do aos jovens campesinos o desenvolvimento de novas práticas agrícolas e pecuárias na perspectiva de aumentar a renda e poder permanecer no campo. Esta pesquisa constatou que a escola sozinha não resolve os problemas sociais e técnicos sendo necessário envolver outras instituições para viabilizar as ações conjuntas nos campos político e pedagógico. A pesquisa mostrou também que as EFAs enfrentam grandes desafios frente às imposições das políticas educacionais, à desvalorização dos camponeses e à exaltação d o agronegócio. A formação técnica não está respondendo objetivamente as expectativas dos alunos e famílias, devido à carência de profissionais para assumir a educação profissionalizante. Percebe -se que as coordenações pedagógicas e as associações, têm difi culdades de compreender e operacionalizar os instrumentos da alternância, demonstrada pela falta de formação continuada dos monitores /professores que estão atuando na educação do campo, essa deficiência estão presentes nas EFAs. Ainda há dificuldades para se entender as EFAs como movimento de educação do campo, pelas contradições que se manifestam nessas escolas, reproduzindo a lógica do tradicionalismo. Porém, as EFAS e a Pedagogia Alternância ainda são a alternativa de educação viável no espaço rural, pois esse método permite integrar escola, família e comunidade na busca de soluções para os problemas vividos pelos agricultores camponeses. Também Enfatiza a construção dos territórios camponeses por meio das disputas territoriais, presentes nas ocupações e resistência dos agricultores campesinos. O papel das EFAs neste contexto e como as suas ações pedagógicas contribuem no desenvolvimento territorial e no fortalecimento da agricultura camponesa. Ainda assim, faz-se uma discussão da relação do ensino da geog rafia e sua relação com o campo. O trabalho foi construído em teoria pertinente centrada em Gimonet (2007), Fernandes (2004) Raffestin (1980), Queiroz (2004) e Azevedo (1999).Made available in DSpace on 2014-07-29T15:32:02Z (GMT). No. of bitstreams: 1 Dissert Jose N de Jesus.pdf: 1178680 bytes, checksum: 6eec5e8d97d1520fc0933a1d543d9835 (MD5) Previous issue date: 2010-04-14Item withdrawn by Jaqueline Silva (jtas29@gmail.com) on 2023-12-20T18:37:16Z Item was in collections: Mestrado em Geografia (IESA) (ID: cc9d766c-a805-4e7c-962c-6b6557e2f7a9) No. of bitstreams: 2 Dissert Jose N de Jesus.pdf: 1178680 bytes, checksum: 6eec5e8d97d1520fc0933a1d543d9835 (MD5) Dissert Jose N de Jesus.pdf.jpg: 3718 bytes, checksum: fffff8bd1b68e0d411dca903eb602b87 (MD5)Item reinstated by Jaqueline Silva (jtas29@gmail.com) on 2023-12-20T18:37:34Z Item was in collections: Mestrado em Geografia (IESA) (ID: cc9d766c-a805-4e7c-962c-6b6557e2f7a9) No. of bitstreams: 2 Dissert Jose N de Jesus.pdf: 1178680 bytes, checksum: 6eec5e8d97d1520fc0933a1d543d9835 (MD5) Dissert Jose N de Jesus.pdf.jpg: 3718 bytes, checksum: fffff8bd1b68e0d411dca903eb602b87 (MD5)Item reinstated by Jaqueline Silva (jtas29@gmail.com) on 2023-12-20T18:37:34Z Item was in collections: Mestrado em Geografia (IESA) (ID: cc9d766c-a805-4e7c-962c-6b6557e2f7a9) No. of bitstreams: 2 Dissert Jose N de Jesus.pdf: 1178680 bytes, checksum: 6eec5e8d97d1520fc0933a1d543d9835 (MD5) Dissert Jose N de Jesus.pdf.jpg: 3718 bytes, checksum: fffff8bd1b68e0d411dca903eb602b87 (MD5)Item withdrawn by Jaqueline Silva (jtas29@gmail.com) on 2023-12-20T18:37:49Z Item was in collections: Mestrado em Geografia (IESA) (ID: cc9d766c-a805-4e7c-962c-6b6557e2f7a9) No. of bitstreams: 2 Dissert Jose N de Jesus.pdf: 1178680 bytes, checksum: 6eec5e8d97d1520fc0933a1d543d9835 (MD5) Dissert Jose N de Jesus.pdf.jpg: 3718 bytes, checksum: fffff8bd1b68e0d411dca903eb602b87 (MD5)Item reinstated by Jaqueline Silva (jtas29@gmail.com) on 2023-12-20T19:13:08Z Item was in collections: Mestrado em Geografia (IESA) (ID: cc9d766c-a805-4e7c-962c-6b6557e2f7a9) No. of bitstreams: 2 Dissert Jose N de Jesus.pdf: 1178680 bytes, checksum: 6eec5e8d97d1520fc0933a1d543d9835 (MD5) Dissert Jose N de Jesus.pdf.jpg: 3718 bytes, checksum: fffff8bd1b68e0d411dca903eb602b87 (MD5)application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/4472/Dissert%20Jose%20N%20de%20Jesus.pdf.jpgporUniversidade Federal de GoiásMestrado em GeografiaUFGBRCiências HumanasEducação do campoEscola Família AgrícolaPedagogia da Alternância e Agricultura CamponesaEducation in the countryAgricultural Family SchoolAlternace Pedagogy and Countryside agricultureCNPQ::CIENCIAS HUMANAS::GEOGRAFIAAs escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesaThe family farm schools in Goiás territory: the pedagogy of alternation as a perspective for the development and strengthen rural agricultureinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALDissert Jose N de Jesus.pdfapplication/pdf1178680http://repositorio.bc.ufg.br/tede/bitstreams/9d7aeab0-849a-439a-ba7f-9b1a74950e9a/download6eec5e8d97d1520fc0933a1d543d9835MD51THUMBNAILDissert Jose N de Jesus.pdf.jpgDissert Jose N de Jesus.pdf.jpgGenerated Thumbnailimage/jpeg3718http://repositorio.bc.ufg.br/tede/bitstreams/65df6de9-d509-4cf4-9c30-164a03fb53e5/downloadfffff8bd1b68e0d411dca903eb602b87MD52tde/18632023-12-20 16:13:52.942open.accessoai:repositorio.bc.ufg.br:tde/1863http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-12-20T19:13:52Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)false |
dc.title.por.fl_str_mv |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
dc.title.alternative.eng.fl_str_mv |
The family farm schools in Goiás territory: the pedagogy of alternation as a perspective for the development and strengthen rural agriculture |
title |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
spellingShingle |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa JESUS, José Novais de Educação do campo Escola Família Agrícola Pedagogia da Alternância e Agricultura Camponesa Education in the country Agricultural Family School Alternace Pedagogy and Countryside agriculture CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
title_full |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
title_fullStr |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
title_full_unstemmed |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
title_sort |
As escolas família agrícola no território goiano: a pedagogia da alternância como perspectiva para o desenvolvimento e o fortalecimento da agricultura camponesa |
author |
JESUS, José Novais de |
author_facet |
JESUS, José Novais de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
CALAÇA, Manoel |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1893714192029341 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0497097514673228 |
dc.contributor.author.fl_str_mv |
JESUS, José Novais de |
contributor_str_mv |
CALAÇA, Manoel |
dc.subject.por.fl_str_mv |
Educação do campo Escola Família Agrícola Pedagogia da Alternância e Agricultura Camponesa |
topic |
Educação do campo Escola Família Agrícola Pedagogia da Alternância e Agricultura Camponesa Education in the country Agricultural Family School Alternace Pedagogy and Countryside agriculture CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Education in the country Agricultural Family School Alternace Pedagogy and Countryside agriculture |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::GEOGRAFIA |
description |
This survey tends to understand the contributions of the Escolas Família Agrícola (EFAs) from Goiás, Orizona and Uirapuru municipality to the strengthening of the countryside agriculture. The construction of EFAs in Goiás territory started in 90 s in Goiás municipality. This way, these experiences in the Alternance Pedagogy are being made by the Centros Familiares de Formação por Alternância (CEFFAs), the EFAs and the Casas Familiares Rurais (CFRs) that working th e four pillars of the Altenance Pedagogy. So, the EFAs was thought to attend specifically the youngs of the country and to search alternatives before the difficulties that the countryside farmers face it out about of knowledgement of agricultural techniqu es. The Professional background of the Alternative Pedagogy has gotten to the country youngs the development of new agricultural and cattle -breeding practices to have in view increasing the earn and to stay in the country. This survey has the comprehension that only the school can t solve social and techniques problems and it s necessary to invite another intutitions to reach common actions in the political and pedagogy camp. The survey also showed that EFAs facing a lot of of challenge against impositions of educational politics, devaluation of the countryman and the exaltation of the business of the country. The technical graduation isn t answering the expectatives of the students and the families in its right sense, because of lack of the professionals to assume the control in the professionalizing education. It s showed that pedagogics coordination and the associations has difficult to understand and to be in control of instruments of alternance , showed in the lack of continued graduation from the monitors/teachers that are acting in the education of the country, this fault are present in the EFAs. Still there are difficulties to understand EFAS as educational movement, by the contradictions that is shoed in these schools, reproducing the traditionalism logical. But EFAs and the Alternative Pedagogy remain the alternative of passable education in the countryside, because this method gets to integrate school, family and community in the search of solutions to the problem of the countrymen. This survey put emphasis in the constructions of the country territories by the territorial dispute, presents in the occupations and resistance of the agricultural countrymen. The role of EFAs in this situation and how their peda gogic actions contribute in the territorial development and the strengthening of the countryside of the countryside agriculture. Even so, there is a discussion about the geography instruction and its relation with the country. This work was made in Gimonet (2007), Fernandes (2004), Raffestin (1980 ) Queiroz (2004) and Azevedo (1999) theory centered. |
publishDate |
2010 |
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2010-04-14 |
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2012-01-10 |
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2014-07-29T15:32:02Z |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
JESUS, José Novais de. The family farm schools in Goiás territory: the pedagogy of alternation as a perspective for the development and strengthen rural agriculture. 2010. 244 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2010. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tde/1863 |
identifier_str_mv |
JESUS, José Novais de. The family farm schools in Goiás territory: the pedagogy of alternation as a perspective for the development and strengthen rural agriculture. 2010. 244 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2010. |
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Universidade Federal de Goiás |
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