Os saberes dos alunos de origem rural e o currículo do Curso Técnico em Agropecuária Instituto Federal Sudeste-MG - Campus Rio Pomba

• Autor(a) principal: Moreira, Francisco de Assis
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/4187
• topic: Educação rural; Juventude rural; Currículo escolar; Rural education; Rural youth; School curriculum; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL

This paper analyzes the relationship between the knowledge of students of rural origin and the curriculum of the Technical Course in Agriculture in Rio Pomba Campus, in the Federal Institute of Education, Science and Technology Southeastern Minas Gerais. We seek to understand the perception those students have of the curriculum, the applicability of the studied contents in rural areas, the way the family reacts to new knowledge, the validity of previous knowledge at enrolling in the course to understand the content of the disciplines and the adequacy of the curriculum to students' reality. We analyzed the agrotechnical formation from the professional profile defined by the curriculum and the demands of rural youth who are part of the Technical Course in Agriculture; relationships, whether convergent or divergent established between the school curriculum and the knowledge already internalized by students; reactions presented by the students facing the curriculum content offered. To this end, we have made documentary research with the School Department for identification and accounting of students of rural origin, besides data regarding the organization of the course. We also had a biographic research on the analytical categories in which the research was divided: rural education, rural youth and curriculum. Within the universe of empirical research, we accounted the total number of students of rural origin in the Technical Course in Agriculture, to whom questionnaires were used to identify their view of the present school curriculum; we also used questionnaires to teachers, educational coordinator and school secretary, for a broader picture of the course. From data analysis we can say that there is a complementary relationship established between the school curriculum and the knowledge of students of rural origin, although this research points to some aspects of the course that need a new design, especially the issue of theory and practice.