A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/tede/9784 |
Resumo: | Starting from the context of the struggle for Agrarian Reform and public policies for the countryside, this work proposes to analyze the educational practices of the extension agents of the Technical Advisory and Rural Extension - ATER, based on the reports and experiences lived by the peasants in the process of organizing the family groups from Socorro Settlement, in the city of Areia-PB. This reflection has as its starting point the Popular Education as a possible practice experienced in the countryside. In this way, we realize that the technical assistance and rural extension, from the perspective of Popular Education, have, as a proposal, the objective of promoting autonomy to the families and their empowerment, through the knowledge and use of emancipatory practices, both in the form of individual and collective organization. This reflection is based on some elements that the popular pedagogy of Paulo Freire warns like the dialogue, the popular knowledge, the autonomy, the emancipation and the work, as educational principles that guided this investigation. For this analysis, some theoretical and methodological procedures were used, such as assuming a dialectical approach (FRIGOTTO, 2010), qualitative and exploratory, through which data triangulation was adopted (FLICK, 2009), when addressing a set of procedures such as bibliographic research, documentary research, participant observation, semi-structured interviewing techniques with ATER / ATES agents and the focus group (GATTI, 2005), carried out with five family groups of Socorro Settlement. As expected, we present the production of knowledge of this relationship between peasants’ popular knowledge and the academic knowledge of ATER / ATES agents, thus enhancing the existence of positive and fragile educational practices, which, in part, do not dialogue with principles of Popular Education. Positive experiences were perceived in this research, however, they are barely visible in the local context. Therefore, the study comprehends that the individual and collective paths of this sharing of knowledge, in which peasants are protagonists, need to be shared with the younger generation of the settlement, making them the memory and history of struggle and resistance present in the affirmative perspective of conquest, autonomy, empowerment and emancipation of the family farmers, both the men and women farmers. |
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A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popularEducação PopularExtensão RuralPráticas EducativasAssentamentosPopular EducationRural extensionEducational PracticesSettlementsCIENCIAS HUMANAS::EDUCACAOStarting from the context of the struggle for Agrarian Reform and public policies for the countryside, this work proposes to analyze the educational practices of the extension agents of the Technical Advisory and Rural Extension - ATER, based on the reports and experiences lived by the peasants in the process of organizing the family groups from Socorro Settlement, in the city of Areia-PB. This reflection has as its starting point the Popular Education as a possible practice experienced in the countryside. In this way, we realize that the technical assistance and rural extension, from the perspective of Popular Education, have, as a proposal, the objective of promoting autonomy to the families and their empowerment, through the knowledge and use of emancipatory practices, both in the form of individual and collective organization. This reflection is based on some elements that the popular pedagogy of Paulo Freire warns like the dialogue, the popular knowledge, the autonomy, the emancipation and the work, as educational principles that guided this investigation. For this analysis, some theoretical and methodological procedures were used, such as assuming a dialectical approach (FRIGOTTO, 2010), qualitative and exploratory, through which data triangulation was adopted (FLICK, 2009), when addressing a set of procedures such as bibliographic research, documentary research, participant observation, semi-structured interviewing techniques with ATER / ATES agents and the focus group (GATTI, 2005), carried out with five family groups of Socorro Settlement. As expected, we present the production of knowledge of this relationship between peasants’ popular knowledge and the academic knowledge of ATER / ATES agents, thus enhancing the existence of positive and fragile educational practices, which, in part, do not dialogue with principles of Popular Education. Positive experiences were perceived in this research, however, they are barely visible in the local context. Therefore, the study comprehends that the individual and collective paths of this sharing of knowledge, in which peasants are protagonists, need to be shared with the younger generation of the settlement, making them the memory and history of struggle and resistance present in the affirmative perspective of conquest, autonomy, empowerment and emancipation of the family farmers, both the men and women farmers.Partindo do contexto de luta pela Reforma Agrária e por políticas públicas para o campo, este trabalho se propõe a analisar as práticas educativas dos/as agentes extensionistas da Assessoria Técnica e Extensão Rural – ATER, a partir dos relatos e experiências vivenciadas pelos/as camponeses/as no processo de organização dos grupos familiares do Assentamento Socorro, no município de Areia-PB. Esta reflexão tem como ponto de partida a Educação Popular como possível prática vivenciada no campo. Desta maneira, percebemos que a assistência técnica e extensão rural, na perspectiva da Educação Popular, têm, enquanto proposta, o objetivo de promover autonomia às famílias e seu empoderamento, por meio do conhecimento e da utilização de práticas emancipadoras, tanto na forma de organização individual quanto coletiva. Esta reflexão se aporta em alguns elementos que a pedagogia popular de Paulo Freire adverte como o diálogo, o saber popular, a autonomia, a emancipação e o trabalho, enquanto princípios educativos que nortearam esta investigação. Para esta análise, alguns procedimentos teóricos e metodológicos foram utilizados, tais como, assumir uma abordagem dialética (FRIGOTTO, 2010), qualitativa e exploratória, por meio da qual adotou-se a triangulação de dados (FLICK, 2009), ao se abordar um conjunto de procedimentos, tais como: a pesquisa bibliográfica, a pesquisa documental, a observação participante, as técnicas de entrevista semiestruturada com os agentes de ATER/ATES e o grupo focal (GATTI, 2005), realizadas com cinco grupos familiares do Assentamento Socorro. Como resultado esperado, apresentamos a produção do conhecimento desta relação entre os saberes populares dos/as camponeses/as e os saberes acadêmicos dos/as agentes de ATER/ATES, potencializando assim a existência de práticas educativas positivas e frágeis, que, em parte, não dialogam com os princípios da Educação Popular. Experiências positivas pontuais foram percebidas nesta pesquisa, porém, elas são pouco visíveis no contexto local. Portanto, o estudo compreende que os percursos individual e coletivo desta partilha de saberes, na qual os/as camponeses/as são protagonistas, precisam ser compartilhados com a geração mais jovem do assentamento, tornando-os memória e história de luta e resistência presentes na perspectiva afirmativa da conquista, da autonomia, do empoderamento e da emancipação das agricultoras e dos agricultores familiares.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBBatista, Maria do Socorro Xavierhttp://lattes.cnpq.br/6786292528944682Silva, Conceição Cristina Pereira da2018-04-02T14:40:13Z2018-07-20T23:56:27Z2018-07-20T23:56:27Z2017-05-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfSILVA, Conceição Cristina Pereira da. A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular. 2017. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2017.https://repositorio.ufpb.br/jspui/handle/tede/9784porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-06T02:18:53Zoai:repositorio.ufpb.br:tede/9784Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-06T02:18:53Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
title |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
spellingShingle |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular Silva, Conceição Cristina Pereira da Educação Popular Extensão Rural Práticas Educativas Assentamentos Popular Education Rural extension Educational Practices Settlements CIENCIAS HUMANAS::EDUCACAO |
title_short |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
title_full |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
title_fullStr |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
title_full_unstemmed |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
title_sort |
A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular |
author |
Silva, Conceição Cristina Pereira da |
author_facet |
Silva, Conceição Cristina Pereira da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Batista, Maria do Socorro Xavier http://lattes.cnpq.br/6786292528944682 |
dc.contributor.author.fl_str_mv |
Silva, Conceição Cristina Pereira da |
dc.subject.por.fl_str_mv |
Educação Popular Extensão Rural Práticas Educativas Assentamentos Popular Education Rural extension Educational Practices Settlements CIENCIAS HUMANAS::EDUCACAO |
topic |
Educação Popular Extensão Rural Práticas Educativas Assentamentos Popular Education Rural extension Educational Practices Settlements CIENCIAS HUMANAS::EDUCACAO |
description |
Starting from the context of the struggle for Agrarian Reform and public policies for the countryside, this work proposes to analyze the educational practices of the extension agents of the Technical Advisory and Rural Extension - ATER, based on the reports and experiences lived by the peasants in the process of organizing the family groups from Socorro Settlement, in the city of Areia-PB. This reflection has as its starting point the Popular Education as a possible practice experienced in the countryside. In this way, we realize that the technical assistance and rural extension, from the perspective of Popular Education, have, as a proposal, the objective of promoting autonomy to the families and their empowerment, through the knowledge and use of emancipatory practices, both in the form of individual and collective organization. This reflection is based on some elements that the popular pedagogy of Paulo Freire warns like the dialogue, the popular knowledge, the autonomy, the emancipation and the work, as educational principles that guided this investigation. For this analysis, some theoretical and methodological procedures were used, such as assuming a dialectical approach (FRIGOTTO, 2010), qualitative and exploratory, through which data triangulation was adopted (FLICK, 2009), when addressing a set of procedures such as bibliographic research, documentary research, participant observation, semi-structured interviewing techniques with ATER / ATES agents and the focus group (GATTI, 2005), carried out with five family groups of Socorro Settlement. As expected, we present the production of knowledge of this relationship between peasants’ popular knowledge and the academic knowledge of ATER / ATES agents, thus enhancing the existence of positive and fragile educational practices, which, in part, do not dialogue with principles of Popular Education. Positive experiences were perceived in this research, however, they are barely visible in the local context. Therefore, the study comprehends that the individual and collective paths of this sharing of knowledge, in which peasants are protagonists, need to be shared with the younger generation of the settlement, making them the memory and history of struggle and resistance present in the affirmative perspective of conquest, autonomy, empowerment and emancipation of the family farmers, both the men and women farmers. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-26 2018-04-02T14:40:13Z 2018-07-20T23:56:27Z 2018-07-20T23:56:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Conceição Cristina Pereira da. A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular. 2017. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2017. https://repositorio.ufpb.br/jspui/handle/tede/9784 |
identifier_str_mv |
SILVA, Conceição Cristina Pereira da. A prática educativa da extensão rural no campo da reforma agrária: aproximações com a educação popular. 2017. 201 f. Dissertação (Mestrado em Educação) - Universidade Federal da Paraíba, João Pessoa, 2017. |
url |
https://repositorio.ufpb.br/jspui/handle/tede/9784 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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Universidade Federal da Paraíba (UFPB) |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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