Experiências de formação da FETAG-RJ: educação do campo em questão

• Autor(a) principal: Coutinho, Janailton
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/4110
• topic: Educação do campo; Movimento sindical; Educação rural; Rural education; Union movement; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL

This research aimed to know the motivations and the dynamics of formation spaces of the “Federação dos Trabalhadores e Trabalhadoras Rurais do Rio de Janeiro” (Workers Union and Rural Workers from the state of Rio de Janeiro) – FETAG-RJ, characterizing forming pedagogic strategies. From this analysis the understanding of the attributed senses by the subjects was sought (education professionals and union leaders) to these experiences of formation in rural education experienced in 2006 and 2007. And finally, it was sought to identify the effects that these formations caused in the working space of both groups, that is, in the union movement and the place where the rural worker(s) lived as well as in the schools, privileged space for the education professionals. The problem that oriented this research was elaborated in the following terms: Which characteristics mark the specificity of the courses on formation of education professionals and of leadership of union movements done by the FETAG, in the state of Rio de Janeiro, between 2006 and 2007? Which senses are attributed by the education professionals and by the union leaderships to the courses of formation from which they participated? How do the participants see the impacts of these courses on the daily performance or on the work they do? There were several analysis methodological strategies. The data which subsidized the systemization and the interpretations presented in this thesis are of several natures, since registers done ex ante to the elaboration of the master project, to ex post surveys after the courses. As results, a historical union struggle for education was evidenced, at first rural education, but that at the moment presents itself as an identifiable struggle for a country education. When one gets to know the formation practices organized by the union movement from the state of Rio de Janeiro, one can realize that the social actors responsible for the events (union movement rural workers with the university support) assume a role of bigger protagonism in the whole process of institutionalization of a country education. The education professionals in the state of Rio de Janeiro, on the other hand, were not in the position of protagonist in the process, but were in the condition of public involved in the formation courses. This process is seen by the leaderships as a struggle searching for the conquest of rights, which results would imply in the empowerment of the union movement itself. The FETAG-RJ rural workers motivation for the participation in formation actions such as these is based on the expectation that they may produce changes on the daily leaderships’ local action. For the most majority of educators, the difficulties found in the implementation of a country education as a teaching guiding principle in the schools imply in struggles with the power of the State and the overcoming of prejudices that exist in the schools. The differences in meaning of terms such as country, rural and country education for these agents allow confirming that there is a huge challenge for the institutionalization of a country education in the rural schools of the state of Rio de Janeiro. With this work one could prove that the courses were only a moment of systematic initial contact with the theme, for the teachers as well as for the several leaderships. For this reason the events caused some awkwardness in both groups. As a final conclusion one can say that the search for understanding of the meaning of these formation spaces in country education, done by the CONTAG/FETAG-RJ, has brought up the necessity of maintenance and intensification of public politics that lead to a deeper explanation of certain concepts, not only in the schools but also among rural workers.