A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico

Detalhes bibliográficos
Autor(a) principal: Morais, Hugo Belarmino de
Data de Publicação: 2011
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/4371
Resumo: What happens when an experience that enables the understanding and operationalization of Law by rural populations, historically detached to work with and reflect on the legal phenomenon, is created within a hegemonic conservative course and impervious to the popular classes and groups? The objective of this study is to analyze and systematize a unique initiative: a Special Class of Law Studies to beneficiaries of Land Reform and Family Farming at the Federal University of Goiás (UFG- BRAZIL), founded in 2007 and currently under development at campus of Goiás city. This is the first initiative of Law Education at the shape of the National Education Program in Agrarian Reform (PRONERA) and was named by the students "Class Evandro Lins e Silva", an eminent Brazilian jurist. Through field research and critical-dialectical approach, we examined the reasons why a single Class, 60 students, sparked so many conflicts, understood as dialectically articulated themes that allow us to reflect on the bigger context that conditions and influences it. At first, we set out some details about the reality of the campus of Goias and the idealization of the proposal, following the administrative procedures until its approval and pointing out several conflicts that arose during this process. Soon after, we analyzed the so-called central pattern of Law Education established in Brazil, in order to characterize, from a little historical background, its basic points: dogmatism, decontextualization and unidisciplinarity. In the fourth chapter, we reflected on two conceptions of human rights - one traditional and other critical and dialectic - applying this discussion to the socio-historical context of the Brazilian Countryside, noting the statement of legal and constitutional rights to Territory and to Education as an insight into the so-called "Paradigm of Rural Education" as a Human Right. Finally, we returned to the experience with other informations from field research, by reviewing the arguments contained in court cases involving the class, systematized by the researcher. The opinions of the Class students were exposed, pointing difficulties for achievement of the proposal. On concluded that the Class "Evandro Lins e Silva" beyond legally appropriate represents a symbolic and material alternative landmark to the central model of Law Education, allowing a "pedagogical conflict" between these two models of "Education" Law Education and Rural Education. These results keep a great potential to reflect upon a redirectionment of Law Education in a more critical and emancipator way, given by the fact the discussions about the affirmative actions politics for the rural population in Law Education are recent in academic circles, at least in Brazil. The specificity of the Class indicates a possibility of expanding the debate beyond the traditional curricular 'solutions', enabling us to formulate hypotheses and questions only existent in practice of this initiative, which alone would justify its existence, with social and academic consequences of great importance.
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spelling A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídicoEducação JurídicaEducação do CampoDireitos HumanosPRONERATeorias críticas do DireitoLaw EducationRural EducationHuman RightsPRONERACritical theories of LawCNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITOWhat happens when an experience that enables the understanding and operationalization of Law by rural populations, historically detached to work with and reflect on the legal phenomenon, is created within a hegemonic conservative course and impervious to the popular classes and groups? The objective of this study is to analyze and systematize a unique initiative: a Special Class of Law Studies to beneficiaries of Land Reform and Family Farming at the Federal University of Goiás (UFG- BRAZIL), founded in 2007 and currently under development at campus of Goiás city. This is the first initiative of Law Education at the shape of the National Education Program in Agrarian Reform (PRONERA) and was named by the students "Class Evandro Lins e Silva", an eminent Brazilian jurist. Through field research and critical-dialectical approach, we examined the reasons why a single Class, 60 students, sparked so many conflicts, understood as dialectically articulated themes that allow us to reflect on the bigger context that conditions and influences it. At first, we set out some details about the reality of the campus of Goias and the idealization of the proposal, following the administrative procedures until its approval and pointing out several conflicts that arose during this process. Soon after, we analyzed the so-called central pattern of Law Education established in Brazil, in order to characterize, from a little historical background, its basic points: dogmatism, decontextualization and unidisciplinarity. In the fourth chapter, we reflected on two conceptions of human rights - one traditional and other critical and dialectic - applying this discussion to the socio-historical context of the Brazilian Countryside, noting the statement of legal and constitutional rights to Territory and to Education as an insight into the so-called "Paradigm of Rural Education" as a Human Right. Finally, we returned to the experience with other informations from field research, by reviewing the arguments contained in court cases involving the class, systematized by the researcher. The opinions of the Class students were exposed, pointing difficulties for achievement of the proposal. On concluded that the Class "Evandro Lins e Silva" beyond legally appropriate represents a symbolic and material alternative landmark to the central model of Law Education, allowing a "pedagogical conflict" between these two models of "Education" Law Education and Rural Education. These results keep a great potential to reflect upon a redirectionment of Law Education in a more critical and emancipator way, given by the fact the discussions about the affirmative actions politics for the rural population in Law Education are recent in academic circles, at least in Brazil. The specificity of the Class indicates a possibility of expanding the debate beyond the traditional curricular 'solutions', enabling us to formulate hypotheses and questions only existent in practice of this initiative, which alone would justify its existence, with social and academic consequences of great importance.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorO que acontece quando uma experiência que possibilita a compreensão e instrumentalização do Direito por parte das populações do Campo, historicamente apartadas de atuar com e refletir sobre o fenômeno jurídico, é criada dentro de um curso hegemonicamente conservador e impermeável às classes e grupos populares? O objetivo desta dissertação é justamente analisar e sistematizar uma iniciativa singular: a Turma Especial de Direito para beneficiários(as) da Reforma Agrária e da Agricultura Familiar na Universidade Federal de Goiás (UFG), criada em 2007 e atualmente em desenvolvimento no campus da cidade de Goiás (GO). Esta é a primeira iniciativa de Educação Jurídica nos moldes do Programa Nacional de Educação na Reforma Agrária (PRONERA) e foi intitulada pelos próprios estudantes de Turma Evandro Lins e Silva . Através de uma pesquisa de campo e de abordagem crítico-dialética, examinaram-se os motivos pelos quais uma única Turma, de 60 estudantes, desencadeou tantos conflitos, compreendidos enquanto temas articulados dialeticamente, que permitem refletir sobre o contexto mais amplo que o condiciona e influencia. No início, apresentaram-se alguns detalhes sobre a realidade do campus de Goiás e da idealização da proposta, seguindo-se os trâmites administrativos até sua aprovação e apontando diversos conflitos que surgiram durante este processo. Logo após, analisou-se o chamado modelo central de Educação Jurídica estabelecido no Brasil, buscando caracterizar, a partir de um pequeno apanhado histórico, seus pontos fundamentais: o dogmatismo, a descontextualização e a unidisciplinaridade. Já no quarto capítulo, refletiu-se sobre duas concepções de Direitos Humanos uma tradicional e outra crítico-dialética , aplicando essa discussão ao contexto sóciohistórico do Campo brasileiro, observando a afirmação jurídico-constitucional dos direitos à Terra/Território e à Educação como elementos para compreender o chamado Paradigma da Educação do Campo enquanto um Direito Humano. Por fim, retornouse à experiência com os demais dados da pesquisa de campo, analisando criticamente os argumentos judiciais presentes nos processos que envolvem a Turma, sistematizados pelo pesquisador. Foram expostas algumas opiniões de estudantes que compõem a Turma, indicando as dificuldades e desafios para a concretização da proposta. Concluise que a Turma Evandro Lins e Silva além de juridicamente adequada representa um marco simbólico e material de alternativa ao modelo central de Educação Jurídica, permitindo um conflito pedagógico entre estes dois modelos de Educação a Jurídica e a do Campo. Tais reflexões resultam em grandes potencialidades para refletir sobre uma reorientação da Educação Jurídica num sentido mais crítico e emancipatório, dada a novidade do debate sobre as políticas afirmativas para a população do campo na Educação Jurídica. A especificidade da Turma indica uma possibilidade de ampliação do debate para além das tradicionais soluções curriculares , permitindo formular hipóteses e perguntas somente existentes, na prática, nesta iniciativa, o que, por si só, já justificaria sua existência, com conseqüências sociais e acadêmicas de grande relevância.Universidade Federal da Paraí­baBRciências JuridicasPrograma de Pós Graduação em Ciências JurídicasUFPBSilveira, Rosa Maria Godoyhttp://lattes.cnpq.br/6110897091327776Morais, Hugo Belarmino de2015-05-07T14:27:07Z2018-07-20T23:48:38Z2012-03-202018-07-20T23:48:38Z2011-04-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfMORAIS, Hugo Belarmino de. A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico. 2011. 225 f. Dissertação (Mestrado em ciências Juridicas) - Universidade Federal da Paraí­ba, João Pessoa, 2011.https://repositorio.ufpb.br/jspui/handle/tede/4371porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-09-05T23:16:24Zoai:repositorio.ufpb.br:tede/4371Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-09-05T23:16:24Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
title A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
spellingShingle A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
Morais, Hugo Belarmino de
Educação Jurídica
Educação do Campo
Direitos Humanos
PRONERA
Teorias críticas do Direito
Law Education
Rural Education
Human Rights
PRONERA
Critical theories of Law
CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
title_short A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
title_full A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
title_fullStr A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
title_full_unstemmed A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
title_sort A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico
author Morais, Hugo Belarmino de
author_facet Morais, Hugo Belarmino de
author_role author
dc.contributor.none.fl_str_mv Silveira, Rosa Maria Godoy
http://lattes.cnpq.br/6110897091327776
dc.contributor.author.fl_str_mv Morais, Hugo Belarmino de
dc.subject.por.fl_str_mv Educação Jurídica
Educação do Campo
Direitos Humanos
PRONERA
Teorias críticas do Direito
Law Education
Rural Education
Human Rights
PRONERA
Critical theories of Law
CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
topic Educação Jurídica
Educação do Campo
Direitos Humanos
PRONERA
Teorias críticas do Direito
Law Education
Rural Education
Human Rights
PRONERA
Critical theories of Law
CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
description What happens when an experience that enables the understanding and operationalization of Law by rural populations, historically detached to work with and reflect on the legal phenomenon, is created within a hegemonic conservative course and impervious to the popular classes and groups? The objective of this study is to analyze and systematize a unique initiative: a Special Class of Law Studies to beneficiaries of Land Reform and Family Farming at the Federal University of Goiás (UFG- BRAZIL), founded in 2007 and currently under development at campus of Goiás city. This is the first initiative of Law Education at the shape of the National Education Program in Agrarian Reform (PRONERA) and was named by the students "Class Evandro Lins e Silva", an eminent Brazilian jurist. Through field research and critical-dialectical approach, we examined the reasons why a single Class, 60 students, sparked so many conflicts, understood as dialectically articulated themes that allow us to reflect on the bigger context that conditions and influences it. At first, we set out some details about the reality of the campus of Goias and the idealization of the proposal, following the administrative procedures until its approval and pointing out several conflicts that arose during this process. Soon after, we analyzed the so-called central pattern of Law Education established in Brazil, in order to characterize, from a little historical background, its basic points: dogmatism, decontextualization and unidisciplinarity. In the fourth chapter, we reflected on two conceptions of human rights - one traditional and other critical and dialectic - applying this discussion to the socio-historical context of the Brazilian Countryside, noting the statement of legal and constitutional rights to Territory and to Education as an insight into the so-called "Paradigm of Rural Education" as a Human Right. Finally, we returned to the experience with other informations from field research, by reviewing the arguments contained in court cases involving the class, systematized by the researcher. The opinions of the Class students were exposed, pointing difficulties for achievement of the proposal. On concluded that the Class "Evandro Lins e Silva" beyond legally appropriate represents a symbolic and material alternative landmark to the central model of Law Education, allowing a "pedagogical conflict" between these two models of "Education" Law Education and Rural Education. These results keep a great potential to reflect upon a redirectionment of Law Education in a more critical and emancipator way, given by the fact the discussions about the affirmative actions politics for the rural population in Law Education are recent in academic circles, at least in Brazil. The specificity of the Class indicates a possibility of expanding the debate beyond the traditional curricular 'solutions', enabling us to formulate hypotheses and questions only existent in practice of this initiative, which alone would justify its existence, with social and academic consequences of great importance.
publishDate 2011
dc.date.none.fl_str_mv 2011-04-06
2012-03-20
2015-05-07T14:27:07Z
2018-07-20T23:48:38Z
2018-07-20T23:48:38Z
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 MORAIS, Hugo Belarmino de. A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico. 2011. 225 f. Dissertação (Mestrado em ciências Juridicas) - Universidade Federal da Paraí­ba, João Pessoa, 2011.
https://repositorio.ufpb.br/jspui/handle/tede/4371
identifier_str_mv MORAIS, Hugo Belarmino de. A dialética entre educação jurídica e educação do campo: a experiência da turma Evandro Lins e Silva da UFG derrubando as cercas do saber jurídico. 2011. 225 f. Dissertação (Mestrado em ciências Juridicas) - Universidade Federal da Paraí­ba, João Pessoa, 2011.
url https://repositorio.ufpb.br/jspui/handle/tede/4371
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language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal da Paraí­ba
BR
ciências Juridicas
Programa de Pós Graduação em Ciências Jurídicas
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraí­ba
BR
ciências Juridicas
Programa de Pós Graduação em Ciências Jurídicas
UFPB
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reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
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