Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano

Detalhes bibliográficos
Autor(a) principal: Lima, Gisania Carla de
Data de Publicação: 2021
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/26096
Resumo: Young people live a time of being that is constituted with their experiences and with the understanding of the impacts of the changes that have been taking place over the last few years. The complexity, dilemmas and possibilities they find in certain social contexts are reflected in their experiences, making it essential to understand the contribution of this to practices that protect the achievement of autonomy with participation and dialogue. In this scenario, we highlight the implementation of educational processes of human, political and productive formation, which consider the plurality and diversity of youth in the countryside, as well as the recognition of the social condition of this generational group. In this thesis study, we analyze the contribution of young people's experiences in rural settlements of Brejo Paraibano in these processes for the development of practices of valorization and renewal of experiences in these territories, considering the construction of peasant identity and the trajectories of permanence traced. The theoretical-methodological framework adopted was based on the contributions of Minayo (1994, 1998), Stropasolas (2006), Groppo (2000, 2015, 2017), Abramoway (2015), Regina Novaes (2013), Calado (1994, 2007), Brandão (1980, 1985, 1986, 2002, 2013), Brandão and Streck (2006), Gohn (1992, 2005), Streck (2013), Streck and Zitkoski (2016), Geraldo Leão and Maria Isabel Antunes-Rocha (2015) , Elisa Guaraná de Castro (2005, 2015), Paulo Freire (1987, 1992, 1996), Edward Palmer Thompson (1981, 1998), among others, with which we understand youth as a social category, as a social actor in the rural context, their actions and projections based on educational processes, and the countryside as a space for relevant experiences for youth. Using the qualitative research approach, we opted for the case study method, taking as references Yin (2001), Goldenberg (1997), Stropasolas (2006). The methodological procedures adopted, such as survey and literature review, systematic monitoring, direct observation and application of interviews with a semi-structured script, were carried out to promote knowledge about the topic. The challenges encountered made us take a methodological stance to analyze the information presented in the statements of the research participants, going beyond what was presented as predictable and customarily said about youth, to find what young people create to add meaning to their trajectory. , launching itself to meet the unexpected, the unprecedented and viable. We identified that their educational experiences are related to the possibility of improving the quality of life in the countryside, because they contribute so that their participation makes sense, their dialogue is a motivating resource for relationships and knowledge is appropriated and transformed with their practices. The practices reveal particularities of these experiences, such as the connection of training processes with the principles of a liberating and emancipatory education; the promotion of a sense of belonging and affirmation for young people; and the existence of spaces for its performance. The experiences relate to their lives and become known and strengthened in public spaces and in groups. In this way, the knowledge built with this action has the merit of collaborating so that they are not disconnected from their reality, but that they can transform the relationships in the daily life of professional performance, production and sociability in the territories through dialogue and participation, providing hope for this youth.
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spelling Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo ParaibanoEducação - CampoJuventude ruralEducation - FieldRural youthJuventudeYouthCNPQ::CIENCIAS HUMANAS::EDUCACAOYoung people live a time of being that is constituted with their experiences and with the understanding of the impacts of the changes that have been taking place over the last few years. The complexity, dilemmas and possibilities they find in certain social contexts are reflected in their experiences, making it essential to understand the contribution of this to practices that protect the achievement of autonomy with participation and dialogue. In this scenario, we highlight the implementation of educational processes of human, political and productive formation, which consider the plurality and diversity of youth in the countryside, as well as the recognition of the social condition of this generational group. In this thesis study, we analyze the contribution of young people's experiences in rural settlements of Brejo Paraibano in these processes for the development of practices of valorization and renewal of experiences in these territories, considering the construction of peasant identity and the trajectories of permanence traced. The theoretical-methodological framework adopted was based on the contributions of Minayo (1994, 1998), Stropasolas (2006), Groppo (2000, 2015, 2017), Abramoway (2015), Regina Novaes (2013), Calado (1994, 2007), Brandão (1980, 1985, 1986, 2002, 2013), Brandão and Streck (2006), Gohn (1992, 2005), Streck (2013), Streck and Zitkoski (2016), Geraldo Leão and Maria Isabel Antunes-Rocha (2015) , Elisa Guaraná de Castro (2005, 2015), Paulo Freire (1987, 1992, 1996), Edward Palmer Thompson (1981, 1998), among others, with which we understand youth as a social category, as a social actor in the rural context, their actions and projections based on educational processes, and the countryside as a space for relevant experiences for youth. Using the qualitative research approach, we opted for the case study method, taking as references Yin (2001), Goldenberg (1997), Stropasolas (2006). The methodological procedures adopted, such as survey and literature review, systematic monitoring, direct observation and application of interviews with a semi-structured script, were carried out to promote knowledge about the topic. The challenges encountered made us take a methodological stance to analyze the information presented in the statements of the research participants, going beyond what was presented as predictable and customarily said about youth, to find what young people create to add meaning to their trajectory. , launching itself to meet the unexpected, the unprecedented and viable. We identified that their educational experiences are related to the possibility of improving the quality of life in the countryside, because they contribute so that their participation makes sense, their dialogue is a motivating resource for relationships and knowledge is appropriated and transformed with their practices. The practices reveal particularities of these experiences, such as the connection of training processes with the principles of a liberating and emancipatory education; the promotion of a sense of belonging and affirmation for young people; and the existence of spaces for its performance. The experiences relate to their lives and become known and strengthened in public spaces and in groups. In this way, the knowledge built with this action has the merit of collaborating so that they are not disconnected from their reality, but that they can transform the relationships in the daily life of professional performance, production and sociability in the territories through dialogue and participation, providing hope for this youth.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESOs jovens vivem um tempo de ser que se constitui com suas experiências e com o entendimento acerca dos impactos das mudanças que estão em curso ao longo dos últimos anos. A complexidade, os dilemas e as possibilidades que encontram em determinados contextos sociais, são refletidos em suas experiências, tornando indispensável compreender a contribuição disto para práticas que resguardam a conquista de autonomia com participação e diálogo. Nesse cenário, destacamos a realização de processos educativos de formação humana, política e produtiva, que consideram a pluralidade e a diversidade das juventudes no campo, assim como o reconhecimento da condição social desse grupo geracional. Neste estudo de tese, analisamos a contribuição das experiências de jovens em assentamentos rurais do Brejo Paraibano nesses processos para o desenvolvimento de práticas de valorização e renovação das vivências nestes territórios, considerando a construção de identidade camponesa e de trajetórias de permanência traçadas. O referencial teórico-metodológico adotado se fundamentou nas contribuições de Minayo (1994, 1998), Stropasolas (2006), Groppo (2000, 2015, 2017), Abramoway (2015), Regina Novaes (2013), Calado (1994, 2007), Brandão (1980, 1985, 1986, 2002, 2013), Brandão e Streck (2006), Gohn (1992, 2005), Streck (2013), Streck e Zitkoski (2016), Geraldo Leão e Maria Isabel Antunes-Rocha (2015), Elisa Guaraná de Castro (2005, 2015), Paulo Freire (1987, 1992, 1996), Edward Palmer Thompson (1981, 1998), entre outros, com as quais compreendemos a juventude como categoria social, como ator social no contexto rural, suas ações e projeções a partir dos processos educativos, e o campo como espaço de experiências relevantes para as juventudes. Com o emprego da abordagem de pesquisa qualitativa, optamos pelo método de estudo de caso, tomando como referências Yin (2001), Goldenberg (1997), Stropasolas (2006). Os procedimentos metodológicos adotados como levantamento e revisão bibliográfica, acompanhamento sistemático, observação direta e aplicação de entrevistas com roteiro semi-estruturado, foram executados para favorecer o conhecimento acerca do tema. Os desafios encontrados fizeram com que assumíssemos uma postura metodológica para analisar as informações apresentadas nas declarações dos participantes da pesquisa, indo além do que se apresentava como previsível e costumeiramente dito acerca da juventude, para encontrar o que criam os jovens para acrescentar sentidos a sua trajetória, lançando-se ao encontro do inesperado, do inédito viável. Identificamos que suas experiências educativas estão relacionadas à possibilidade de melhoria na qualidade de vida no campo, porque contribuem para que sua participação tenha sentido, seu diálogo seja um recurso motivador de relações e os saberes sejam apropriados e transformados com suas práticas. As práticas revelam particularidades dessas experiências como a conexão dos processos formativos com os princípios de uma educação libertadora e emancipadora; a promoção de um sentido de pertencimento e afirmação para os jovens; e a existência de espaços para sua atuação. As experiências se relacionam com suas vidas e passam a ser conhecidas e fortalecidas nos espaços públicos e nos grupos. Dessa forma, o saber construído com essa atuação tem o mérito de colaborar para que não sejam desvinculados de sua realidade, mas que possam transformar as relações no cotidiano da atuação profissional, da produção e das sociabilidades nos territórios por meio do diálogo e da participação, possibilitando um esperançar para essa juventude.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBSilva, Severino Bezerra dahttp://lattes.cnpq.br/8286905684399911Lima, Gisania Carla de2023-01-31T20:01:50Z2022-08-232023-01-31T20:01:50Z2021-09-23info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/26096porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2023-05-22T16:37:57Zoai:repositorio.ufpb.br:123456789/26096Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2023-05-22T16:37:57Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
title Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
spellingShingle Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
Lima, Gisania Carla de
Educação - Campo
Juventude rural
Education - Field
Rural youth
Juventude
Youth
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
title_full Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
title_fullStr Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
title_full_unstemmed Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
title_sort Juventude rural e processos educativos: um estudo de caso sobre as práticas de jovens em assentamentos rurais no Brejo Paraibano
author Lima, Gisania Carla de
author_facet Lima, Gisania Carla de
author_role author
dc.contributor.none.fl_str_mv Silva, Severino Bezerra da
http://lattes.cnpq.br/8286905684399911
dc.contributor.author.fl_str_mv Lima, Gisania Carla de
dc.subject.por.fl_str_mv Educação - Campo
Juventude rural
Education - Field
Rural youth
Juventude
Youth
CNPQ::CIENCIAS HUMANAS::EDUCACAO
topic Educação - Campo
Juventude rural
Education - Field
Rural youth
Juventude
Youth
CNPQ::CIENCIAS HUMANAS::EDUCACAO
description Young people live a time of being that is constituted with their experiences and with the understanding of the impacts of the changes that have been taking place over the last few years. The complexity, dilemmas and possibilities they find in certain social contexts are reflected in their experiences, making it essential to understand the contribution of this to practices that protect the achievement of autonomy with participation and dialogue. In this scenario, we highlight the implementation of educational processes of human, political and productive formation, which consider the plurality and diversity of youth in the countryside, as well as the recognition of the social condition of this generational group. In this thesis study, we analyze the contribution of young people's experiences in rural settlements of Brejo Paraibano in these processes for the development of practices of valorization and renewal of experiences in these territories, considering the construction of peasant identity and the trajectories of permanence traced. The theoretical-methodological framework adopted was based on the contributions of Minayo (1994, 1998), Stropasolas (2006), Groppo (2000, 2015, 2017), Abramoway (2015), Regina Novaes (2013), Calado (1994, 2007), Brandão (1980, 1985, 1986, 2002, 2013), Brandão and Streck (2006), Gohn (1992, 2005), Streck (2013), Streck and Zitkoski (2016), Geraldo Leão and Maria Isabel Antunes-Rocha (2015) , Elisa Guaraná de Castro (2005, 2015), Paulo Freire (1987, 1992, 1996), Edward Palmer Thompson (1981, 1998), among others, with which we understand youth as a social category, as a social actor in the rural context, their actions and projections based on educational processes, and the countryside as a space for relevant experiences for youth. Using the qualitative research approach, we opted for the case study method, taking as references Yin (2001), Goldenberg (1997), Stropasolas (2006). The methodological procedures adopted, such as survey and literature review, systematic monitoring, direct observation and application of interviews with a semi-structured script, were carried out to promote knowledge about the topic. The challenges encountered made us take a methodological stance to analyze the information presented in the statements of the research participants, going beyond what was presented as predictable and customarily said about youth, to find what young people create to add meaning to their trajectory. , launching itself to meet the unexpected, the unprecedented and viable. We identified that their educational experiences are related to the possibility of improving the quality of life in the countryside, because they contribute so that their participation makes sense, their dialogue is a motivating resource for relationships and knowledge is appropriated and transformed with their practices. The practices reveal particularities of these experiences, such as the connection of training processes with the principles of a liberating and emancipatory education; the promotion of a sense of belonging and affirmation for young people; and the existence of spaces for its performance. The experiences relate to their lives and become known and strengthened in public spaces and in groups. In this way, the knowledge built with this action has the merit of collaborating so that they are not disconnected from their reality, but that they can transform the relationships in the daily life of professional performance, production and sociability in the territories through dialogue and participation, providing hope for this youth.
publishDate 2021
dc.date.none.fl_str_mv 2021-09-23
2022-08-23
2023-01-31T20:01:50Z
2023-01-31T20:01:50Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
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dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/26096
url https://repositorio.ufpb.br/jspui/handle/123456789/26096
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Educação
Programa de Pós-Graduação em Educação
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Educação
Programa de Pós-Graduação em Educação
UFPB
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