Pol?ticas p?blicas em educa??o do campo na Amaz?nia Amapaense: o Programa Escola da Terra na forma??o continuada de professores de escolas com classes multisseriadas

• Autor(a) principal: Macedo, Pedro Clei Sanches
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/5855
• topic: Educa??o do Campo; Escola da Terra; Classes Multisseriadas; Field Education; Earth school; Multigrade classes; Educa??o

The School of Earth Program was created by Ordinance No. 579 2nd of July, 2013, as one of the actions of the National Field Education Program - PRONACAMPO, launched in 2012 by the federal government and established by Ordinance No. 86, 1st of February, 2013, to provide technical and financial support to the states, the Federal District and municipal governments, in the implementation of the Field Education policy, through actions to improve the infrastructure of public education networks, initial and continuing teacher training, production and availability of specific material for field students and quilombolas. In the Amap?, the School of Earth Program through the project ?School of Earth, Water and Forests?, was coordinated by the Federal University of Amap? - UNIFAP in partnership with the Amap? State Department of Education, municipal education departments and the Ministry of Education, serving 200 teachers from different municipalities. In this sense, it was proposed to analyze the implementation process of the School of Earth Program, as a policy of training teachers who work in schools with multigrade classes and quilombola schools, identifying the paths taken and the main challenges in the consolidation of public education policies in the countryside in the Amap? Amazon. This is a social and historical research with qualitative approach, exploratory character, which falls into the category of bibliographic and documentary research and field research, using semi-structured interviews as a data collection instrument. The theoretical and methodological framework is supported by the studies of Antonio Gramsci, who will serve as an instrument for analyzing the relationship between the state and civil society in the implementation of public policies for rural education in Brazil and Amap?. Based on this framework, this research will seek to dialogue with other authors who deepened the studies of rural education in the contemporary context, with the purpose of identifying the main elements that intensify the process of dispute for hegemony in the peasant context, from the conception of rural education, thought as an instrument of capital and of the conception of rural education built as a historical demand of the popular social movements. This research had as main objectives: 1) to investigate in the Brazilian historical and political context, the actions of the State and the Social Movements in the construction of public policies of rural education, as a process of hegemonic dispute; 2) to analyze the theoretical perspectives of public education policies in the field, with emphasis on the training of teachers who work in schools with multigrade classes; 3) Analyze the School of Earth Program as a teacher training policy, its conceptions, proposals and actions, identifying in the theoretical, methodological and pedagogical references of the School of Earth, Water and Forests Project, the strategies and propositions that meet the specific issues to the subjects who work in schools with multigrade classes; 4) to analyze the perception of teachers, trainers, local coordinators and tutors who participated in the School of Earth, Water and Forests Project, identifying the theoretical and practical issues between the continuing education process, their professional training trajectories and the pedagogical practices developed in rural schools. As a result, we present a study that provides new perspectives on rural education in Amap? territory for educators, researchers and managers, in addition to offering action-reflection subsidies on teacher training for multigrade classes in the Brazilian educational context.