Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/4111 |
Resumo: | This thesis consists of a study on the Pedagogy of Alternation as a pedagogical method incorporated to the principles of Field Education, and its contribution to the spreading of ecological agriculture practices, through what was experienced at Escola Família Agrícola de Ladeirinhas (EFAL), located in the town of Japoatã, state of Sergipe, Brazil. EFAL is engaged in the education of young children of rural workers, in different times and places: in social-occupational aspects (family, community, and work) and in educational aspects (students go to boarding schools and have technical education for professional development in farming). By means of a qualitative approach, elements of ethnography grounded in hermeneutical phenomenology were used as a way to interpret the day-to-day experiences observed. This research was categorized as a case study. Data were collected by means of various instruments, such as the observation of classes and practical activities, document analysis, field journal entries, photographic record, and semi-structured interviews with students, school monitors, and the families involved. EFAL is part of regional and national networks which articulate the different Family Centers of Education by Alternation and aim at providing and enhancing the mastering of the required knowledge through alternation, and makes up an educational alternative in rural areas. While analyzing the use of the Pedagogy of Alternation in the dissemination of sustainable principles and practices, it became understood that such method, adapted to the various realities of rural areas, enables individuals to have an integral education. Immersed in territories of inequity intensified by the agribusiness, and affected by policies which encourage the use of unsustainable technology resulting from green revolution packages, EFAs make use of principles and instruments that attempt to reinforce the dialogue between the school world and the life world, between theory and practice. The articulation of the data collected and their analysis made way for critical reflections on the times of school, family, the working of the land, and daily routines, and showed that despite the difficulties in the preparation of monitors and administrators for this differentiated pedagogical method, as well as the necessity of self-financing, there is great potential for it to become a method of integral education, based on the restoring of traditional rural worker knowledge. The articulation between such knowledge and that acquired at EFAL makes it possible for rural citizens to think and act towards sustainable rural development. |
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Melo, Juliana Franco dehttp://lattes.cnpq.br/8392706159125796Soares, Maria José Nascimentohttp://lattes.cnpq.br/02498136232995562017-09-26T13:09:22Z2017-09-26T13:09:22Z2013-02-25https://ri.ufs.br/handle/riufs/4111This thesis consists of a study on the Pedagogy of Alternation as a pedagogical method incorporated to the principles of Field Education, and its contribution to the spreading of ecological agriculture practices, through what was experienced at Escola Família Agrícola de Ladeirinhas (EFAL), located in the town of Japoatã, state of Sergipe, Brazil. EFAL is engaged in the education of young children of rural workers, in different times and places: in social-occupational aspects (family, community, and work) and in educational aspects (students go to boarding schools and have technical education for professional development in farming). By means of a qualitative approach, elements of ethnography grounded in hermeneutical phenomenology were used as a way to interpret the day-to-day experiences observed. This research was categorized as a case study. Data were collected by means of various instruments, such as the observation of classes and practical activities, document analysis, field journal entries, photographic record, and semi-structured interviews with students, school monitors, and the families involved. EFAL is part of regional and national networks which articulate the different Family Centers of Education by Alternation and aim at providing and enhancing the mastering of the required knowledge through alternation, and makes up an educational alternative in rural areas. While analyzing the use of the Pedagogy of Alternation in the dissemination of sustainable principles and practices, it became understood that such method, adapted to the various realities of rural areas, enables individuals to have an integral education. Immersed in territories of inequity intensified by the agribusiness, and affected by policies which encourage the use of unsustainable technology resulting from green revolution packages, EFAs make use of principles and instruments that attempt to reinforce the dialogue between the school world and the life world, between theory and practice. The articulation of the data collected and their analysis made way for critical reflections on the times of school, family, the working of the land, and daily routines, and showed that despite the difficulties in the preparation of monitors and administrators for this differentiated pedagogical method, as well as the necessity of self-financing, there is great potential for it to become a method of integral education, based on the restoring of traditional rural worker knowledge. The articulation between such knowledge and that acquired at EFAL makes it possible for rural citizens to think and act towards sustainable rural development.Essa dissertação consiste no estudo da Pedagogia da Alternância enquanto método pedagógico incorporado nos princípios da Educação do Campo e sua contribuição na difusão de práticas agrícolas de base ecológica, por meio da experiência da Escola Família Agrícola de Ladeirinhas - EFAL, localizada no município de Japoatã, estado de Sergipe. A EFAL atua na formação de jovens, filhos de camponeses, em diferentes tempos e espaços: meio socioprofissional (família, comunidade e trabalho) e meio escolar em regime de internato, na modalidade de educação profissional técnica de nível médio em agropecuária. Por meio de uma abordagem qualitativa, utilizamos elementos da etnografia ancorados na fenomenologia hermenêutica como uma forma de interpretar as experiências cotidianas observadas. Trata-se de uma pesquisa do tipo estudo de caso. Os dados foram coletados por meio de diversos instrumentos, como observações das aulas e experiências práticas, análise documental, anotações em diário de campo, entrevistas semiestruturadas com os estudantes, monitores e famílias envolvidas e registro fotográfico. A EFAL faz parte de redes regionais e nacionais que articulam os diferentes Centros Familiares de Formação por Alternância e que buscam, através da alternância, proporcionar e valorizar o domínio de saberes e se constitui como uma alternativa educacional para o campo. Ao analisar o uso da Pedagogia da Alternância na difusão de princípios e práticas sustentáveis, compreendemos que o método, adaptado as diferentes realidades no campo, possibilita a formação integral do sujeito. Imersos em territórios marcados pela desigualdade, intensificada pelo agronegócio e atingidos pelas políticas de incentivo ao uso das tecnologias insustentáveis advindas de pacotes da revolução verde, as EFAs munem-se de princípios e instrumentos que buscam reforçar o diálogo entre o mundo da escola e o mundo da vida, entre a teoria e prática. A articulação dos dados coletados e suas análises nos permitiram levantar reflexões críticas sobre os tempos escolares, familiares, de trabalhos com a terra e cotidianos, e nos mostraram que apesar das dificuldades na formação de monitores e gestores para esse método pedagógico diferenciado e do financiamento autônomo, existe uma grande capacidade de se tornar um método educativo de formação integral, respaldado no resgate dos conhecimentos tradicionais camponeses. A articulação desses conhecimentos com os aprendidos na EFAL possibilitam proporcionar aos sujeitos do campo a capacidade de refletir e agir para o desenvolvimento rural sustentável.application/pdfporEducação ruralEscolas ruraisEducação popularEcologia agrícolaEnsino profissionalEducação para o trabalhoPedagogia da alternânciaAgroecologiaAgricultural ecologyCareer educationEducation, ruralPopular educationProfessional educationRural schoolsVocational educationPedagogy of alternationField educationAgroecologyCNPQ::OUTROSAlternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Desenvolvimento e Meio Ambienteinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALJULIANA_FRANCO_MELO.pdfapplication/pdf9563142https://ri.ufs.br/jspui/bitstream/riufs/4111/1/JULIANA_FRANCO_MELO.pdfad6c592e8c602dd09c2c6cdd28a95f50MD51TEXTJULIANA_FRANCO_MELO.pdf.txtJULIANA_FRANCO_MELO.pdf.txtExtracted texttext/plain367830https://ri.ufs.br/jspui/bitstream/riufs/4111/2/JULIANA_FRANCO_MELO.pdf.txt362eb60d0267c0e68a4f4e16a4bb7dc4MD52THUMBNAILJULIANA_FRANCO_MELO.pdf.jpgJULIANA_FRANCO_MELO.pdf.jpgGenerated Thumbnailimage/jpeg1271https://ri.ufs.br/jspui/bitstream/riufs/4111/3/JULIANA_FRANCO_MELO.pdf.jpg8b3657e1fdf3fafc2dfecb351d22699eMD53riufs/41112017-12-13 15:34:21.096oai:ufs.br:riufs/4111Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-12-13T18:34:21Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
title |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
spellingShingle |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis Melo, Juliana Franco de Educação rural Escolas rurais Educação popular Ecologia agrícola Ensino profissional Educação para o trabalho Pedagogia da alternância Agroecologia Agricultural ecology Career education Education, rural Popular education Professional education Rural schools Vocational education Pedagogy of alternation Field education Agroecology CNPQ::OUTROS |
title_short |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
title_full |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
title_fullStr |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
title_full_unstemmed |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
title_sort |
Alternância como pedagogia na Escola Família Agrícola de Ladeirinhas-SE: possibilidades de construção de práticas sustentáveis |
author |
Melo, Juliana Franco de |
author_facet |
Melo, Juliana Franco de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Melo, Juliana Franco de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8392706159125796 |
dc.contributor.advisor1.fl_str_mv |
Soares, Maria José Nascimento |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0249813623299556 |
contributor_str_mv |
Soares, Maria José Nascimento |
dc.subject.por.fl_str_mv |
Educação rural Escolas rurais Educação popular Ecologia agrícola Ensino profissional Educação para o trabalho Pedagogia da alternância Agroecologia |
topic |
Educação rural Escolas rurais Educação popular Ecologia agrícola Ensino profissional Educação para o trabalho Pedagogia da alternância Agroecologia Agricultural ecology Career education Education, rural Popular education Professional education Rural schools Vocational education Pedagogy of alternation Field education Agroecology CNPQ::OUTROS |
dc.subject.eng.fl_str_mv |
Agricultural ecology Career education Education, rural Popular education Professional education Rural schools Vocational education Pedagogy of alternation Field education Agroecology |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS |
description |
This thesis consists of a study on the Pedagogy of Alternation as a pedagogical method incorporated to the principles of Field Education, and its contribution to the spreading of ecological agriculture practices, through what was experienced at Escola Família Agrícola de Ladeirinhas (EFAL), located in the town of Japoatã, state of Sergipe, Brazil. EFAL is engaged in the education of young children of rural workers, in different times and places: in social-occupational aspects (family, community, and work) and in educational aspects (students go to boarding schools and have technical education for professional development in farming). By means of a qualitative approach, elements of ethnography grounded in hermeneutical phenomenology were used as a way to interpret the day-to-day experiences observed. This research was categorized as a case study. Data were collected by means of various instruments, such as the observation of classes and practical activities, document analysis, field journal entries, photographic record, and semi-structured interviews with students, school monitors, and the families involved. EFAL is part of regional and national networks which articulate the different Family Centers of Education by Alternation and aim at providing and enhancing the mastering of the required knowledge through alternation, and makes up an educational alternative in rural areas. While analyzing the use of the Pedagogy of Alternation in the dissemination of sustainable principles and practices, it became understood that such method, adapted to the various realities of rural areas, enables individuals to have an integral education. Immersed in territories of inequity intensified by the agribusiness, and affected by policies which encourage the use of unsustainable technology resulting from green revolution packages, EFAs make use of principles and instruments that attempt to reinforce the dialogue between the school world and the life world, between theory and practice. The articulation of the data collected and their analysis made way for critical reflections on the times of school, family, the working of the land, and daily routines, and showed that despite the difficulties in the preparation of monitors and administrators for this differentiated pedagogical method, as well as the necessity of self-financing, there is great potential for it to become a method of integral education, based on the restoring of traditional rural worker knowledge. The articulation between such knowledge and that acquired at EFAL makes it possible for rural citizens to think and act towards sustainable rural development. |
publishDate |
2013 |
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2013-02-25 |
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