Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6400 |
Resumo: | This Master's Thesis work is placed in the Graduate Program in Education – Master’s degree, Campus Francisco Beltrão/PR, of the State University of West Paraná (UNIOESTE), area of focus in Education, Research Line: Culture, Education Processes and Teacher Training. The investigation problem raises the question of how the limits and potentialities of pedagogical practices are presented in the transformation of the rural school into a public school in the countryside, and what measures can be potential for this change. In view of this, it is justified by considering that in the field of Countryside Education, due to historical-social reasons, the school located in the rural/countryside space demonstrates weaknesses that impact on a teaching that guarantees the appropriation of historically systematized knowledge in dialogue with its context, demanding from this school and its pedagogical practice, actions towards the changes necessary for the transformation. Thus, this research aims to investigate two schools located in rural/countryside areas, to analyze and understand them from the logic of Rural Education and/or Countryside Education, mapping the differences that are manifested in their work and pedagogical practice, its legal aspects and its insertion in the territory, in the period 2016-2020. In this context, two institutions were investigated: the Colégio Estadual do Campo Professora Vilma dos Santos Dissenha in the municipality of Mangueirinha, state of Paraná and the Colégio Estadual do Campo Paulo Freire, located in the municipality of Francisco Beltrão, in the same state. For this analysis, the research methodology used field work with a qualitative approach in public schools, plus semi-structured interviews with teachers. The approach was given by the Systematization of Experiences and Social Practices in Popular Education, in order to understand the pedagogical practices and account for their specificity. It was based on authors such as Arroyo, 2003; 2015; 2014; 2021; Bonamigo, 2007, 2014, 2020a, 2020b; Caldart, 2000, 2002, 2004, 2012; Falkembach, 2006, 2007; Ghedini, 2015, 2016, 2017, 2022; Jara, 2006, 2007; Fernandes, 2005, 2008, 2012; Franco, 2008, 2015, 2016; Martins, 2009, 2016, 2020; Molina, 2004, 2012; Munarim, 2008, 2011; Silva, 2006, 2009, 2015, 2020; Souza, 2009, 2016, 2018, 2020; Vázquez, 2007; 2011, also considering legal provisions such as Brasil, 2002; 2008; 2010a, 2010b; and Paraná, 2006, 2010a, 2010b, 2011; dealing with categories such as Rural Education, Countryside Education, Public Schools of/in the Countryside, Pedagogical Practice, Basic Countryside Education Modality and, to a certain extent, also Systematization of Experiences and Social Practices in Popular Education. The research found that among the investigated schools, the main difference is in the intentionality of the pedagogical practices in the transformation process, and it is manifested by the internal and external determinants, accessible or not in the territory where this school is located, among them, the context of work and production, continuing education and monitoring of institutions such as the university, the Popular Social Movements (MSP) and their organizations. It is noteworthy that these differences are not parameters to measure the quality of teaching in these schools, but rather the school to be or not to be in the perspective of the National Movement for Countryside Education. This is because the fact of having historical references from the MSP, as well as the legality of the Elementary Education Modality in the Countryside, does not automatically meanthat the logic of Rural Education is overcome. Therefore, it is necessary to rearticulate the school, create links with the territory, develop mediations in the form of a pedagogical work of its own that affirms and/or produces identity to this school. In this sense, the research found that pedagogical practices are fundamental and potential in the transformation of a rural school into a public school in/of the countryside, when they are developed with intention, in the sense of an emancipatory praxis. |
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Ghedini, Cecilia Mariahttp://lattes.cnpq.br/4636003938279392Ghedini, Cecilia Mariahttp://lattes.cnpq.br/4636003938279392Bonamigo, Carlos Antoniohttp://lattes.cnpq.br/6131273796214079Souza, Maria Antônia dehttp://lattes.cnpq.br/0541520648901085http://lattes.cnpq.br/4947385471919984Lima, Neusa Aparecida de2023-02-02T13:58:37Z2022-08-17Lima, Neusa Aparecida de. Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo. 2022. 219 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2022.https://tede.unioeste.br/handle/tede/6400This Master's Thesis work is placed in the Graduate Program in Education – Master’s degree, Campus Francisco Beltrão/PR, of the State University of West Paraná (UNIOESTE), area of focus in Education, Research Line: Culture, Education Processes and Teacher Training. The investigation problem raises the question of how the limits and potentialities of pedagogical practices are presented in the transformation of the rural school into a public school in the countryside, and what measures can be potential for this change. In view of this, it is justified by considering that in the field of Countryside Education, due to historical-social reasons, the school located in the rural/countryside space demonstrates weaknesses that impact on a teaching that guarantees the appropriation of historically systematized knowledge in dialogue with its context, demanding from this school and its pedagogical practice, actions towards the changes necessary for the transformation. Thus, this research aims to investigate two schools located in rural/countryside areas, to analyze and understand them from the logic of Rural Education and/or Countryside Education, mapping the differences that are manifested in their work and pedagogical practice, its legal aspects and its insertion in the territory, in the period 2016-2020. In this context, two institutions were investigated: the Colégio Estadual do Campo Professora Vilma dos Santos Dissenha in the municipality of Mangueirinha, state of Paraná and the Colégio Estadual do Campo Paulo Freire, located in the municipality of Francisco Beltrão, in the same state. For this analysis, the research methodology used field work with a qualitative approach in public schools, plus semi-structured interviews with teachers. The approach was given by the Systematization of Experiences and Social Practices in Popular Education, in order to understand the pedagogical practices and account for their specificity. It was based on authors such as Arroyo, 2003; 2015; 2014; 2021; Bonamigo, 2007, 2014, 2020a, 2020b; Caldart, 2000, 2002, 2004, 2012; Falkembach, 2006, 2007; Ghedini, 2015, 2016, 2017, 2022; Jara, 2006, 2007; Fernandes, 2005, 2008, 2012; Franco, 2008, 2015, 2016; Martins, 2009, 2016, 2020; Molina, 2004, 2012; Munarim, 2008, 2011; Silva, 2006, 2009, 2015, 2020; Souza, 2009, 2016, 2018, 2020; Vázquez, 2007; 2011, also considering legal provisions such as Brasil, 2002; 2008; 2010a, 2010b; and Paraná, 2006, 2010a, 2010b, 2011; dealing with categories such as Rural Education, Countryside Education, Public Schools of/in the Countryside, Pedagogical Practice, Basic Countryside Education Modality and, to a certain extent, also Systematization of Experiences and Social Practices in Popular Education. The research found that among the investigated schools, the main difference is in the intentionality of the pedagogical practices in the transformation process, and it is manifested by the internal and external determinants, accessible or not in the territory where this school is located, among them, the context of work and production, continuing education and monitoring of institutions such as the university, the Popular Social Movements (MSP) and their organizations. It is noteworthy that these differences are not parameters to measure the quality of teaching in these schools, but rather the school to be or not to be in the perspective of the National Movement for Countryside Education. This is because the fact of having historical references from the MSP, as well as the legality of the Elementary Education Modality in the Countryside, does not automatically meanthat the logic of Rural Education is overcome. Therefore, it is necessary to rearticulate the school, create links with the territory, develop mediations in the form of a pedagogical work of its own that affirms and/or produces identity to this school. In this sense, the research found that pedagogical practices are fundamental and potential in the transformation of a rural school into a public school in/of the countryside, when they are developed with intention, in the sense of an emancipatory praxis.Este trabalho de Dissertação de Mestrado situa-se no Programa de Pós-Graduação em Educação - Mestrado, Campus Francisco Beltrão/PR, da Universidade Estadual do Oeste do Paraná (UNIOESTE), área de concentração em Educação, e na Linha de Pesquisa: Cultura, Processos Educativos e Formação de Professores. Na problemática de investigação, coloca-se a questão de como se apresentam os limites e as potencialidades das práticas pedagógicas na transformação da escola rural em escola pública do campo e quais medidas podem ser potenciais para esta mudança. Diante disso, justifica-se por considerar que no âmbito da Educação do Campo, em função de razões histórico-sociais, a escola localizada no espaço rural/do campo demonstra fragilidades que impactam num ensino que garanta a apropriação dos conhecimentos historicamente sistematizados em diálogo com seu contexto, exigindo dessa escola e de sua prática pedagógica movimentações no sentido das mudanças necessárias à transformação. Dessa forma, essa pesquisa objetiva investigar duas escolas localizadas no espaço rural/do campo, para analisar e compreendê-las desde a lógica da Educação Rural e/ou da Educação do Campo, mapeando as diferenças que se manifestam em seu trabalho e práticas pedagógicas, seus aspectos legais e sua inserção no território, no período de 2016-2020. Nesse contexto, investigaram-se duas instituições: o Colégio Estadual do Campo Professora Vilma dos Santos Dissenha, no município de Mangueirinha, estado do Paraná; e o Colégio Estadual do Campo Paulo Freire, localizado no município de Francisco Beltrão, no mesmo estado. Para essa análise, a metodologia da pesquisa valeu-se de um trabalho de campo com abordagem qualitativa na escola pública, acrescido de entrevistas semiestruturadas com professores. A abordagem se deu pela Sistematização de Experiências e Práticas Sociais em Educação Popular, a fim de compreender as práticas pedagógicas e dar conta de sua especificidade. Fundamentouse em autores como: Arroyo, 2003, 2015, 2014, 2021; Bonamigo, 2007, 2014, 2020a, 2020b; Caldart, 2000, 2002, 2004, 2012; Falkembach, 2006, 2007; Ghedini, 2015, 2016, 2017, 2022; Jara, 2006, 2007; Fernandes, 2005, 2008, 2012; Franco, 2008, 2015, 2016; Martins, 2009, 2016, 2020; Molina, 2004, 2012; Munarim, 2008, 2011; Silva, 2006, 2009, 2015, 2020; Souza, 2009, 2016, 2018, 2020; Vázquez, 2007, 2011; considerando-se também dispositivos legais como Brasil, 2002, 2008, 2010a, 2010b; e Paraná, 2006, 2010a, 2010b, 2011; tratando de categorias como Educação Rural, Educação do Campo, Escolas Públicas no/do Campo, Prática Pedagógica, Modalidade de Educação Básica do Campo e, em certa medida, também, Sistematização de Experiências e Práticas Sociais em Educação Popular. A pesquisa constatou que entre as escolas investigadas a principal diferença está na intencionalidade das práticas pedagógicas no processo de transformação, manifestando-se pelos determinantes internos e externos, acessíveis ou não no território onde se situa esta escola, dentre eles: o contexto do trabalho e da produção, a formação continuada e o acompanhamento de instituições como a universidade, os Movimentos Sociais Populares (MSP) e suas organizações. Ressalta-se que as diferenças não são parâmetros para medir a qualidade do ensino nessas escolas, mas da escola estar ou não na perspectiva do Movimento Nacional da Educação do Campo. Isso porque o fato de se contar com referências históricas dos MSP, bem como com a legalidade da Modalidade da Educação Básica do Campo, não significa, automaticamente, a superação da lógica da Educação Rural. Para tanto, necessita-se rearticular a escola, criar vínculos com o território,desenvolver mediações na forma de um trabalho pedagógico próprio que afirme e/ou produza identidade à escola. Nesse sentido, a pesquisa constatou que as práticas pedagógicas são fundamentais e potenciais na transformação de uma escola rural em escola pública do campo, ao se desenvolverem com intencionalidade, no sentido de uma práxis emancipatória.Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2023-02-02T13:58:37Z No. of bitstreams: 2 Neusa Aparecida de Lima 2022.pdf: 15379744 bytes, checksum: 11808ffef959b5f7b199d613d60e9bf4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-02-02T13:58:37Z (GMT). No. of bitstreams: 2 Neusa Aparecida de Lima 2022.pdf: 15379744 bytes, checksum: 11808ffef959b5f7b199d613d60e9bf4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-08-17application/pdfpor-5356284425524309716500Universidade Estadual do Oeste do ParanáFrancisco BeltrãoPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Ciências Humanashttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação ruralEducação do campoEscolas públicas no/do campoPrática pedagógicaModalidade de educação básica do campoRural educationCountryside educationPublic schools in/of the countrysidePedagogical practiceElementary rural education modalityCIÊNCIAS HUMANAS:EDUCAÇÃOEntre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campoBetween Rural Education and Countryside Education: Pedagogical Practices in the process of transforming the Rural School into a Public School in/of the Countryside.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006001964243308973517033reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALNeusa Aparecida de Lima 2022.pdfNeusa Aparecida de Lima 2022.pdfapplication/pdf15379744http://tede.unioeste.br:8080/tede/bitstream/tede/6400/5/Neusa+Aparecida+de+Lima+2022.pdf11808ffef959b5f7b199d613d60e9bf4MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
dc.title.alternative.eng.fl_str_mv |
Between Rural Education and Countryside Education: Pedagogical Practices in the process of transforming the Rural School into a Public School in/of the Countryside. |
title |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
spellingShingle |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo Lima, Neusa Aparecida de Educação rural Educação do campo Escolas públicas no/do campo Prática pedagógica Modalidade de educação básica do campo Rural education Countryside education Public schools in/of the countryside Pedagogical practice Elementary rural education modality CIÊNCIAS HUMANAS:EDUCAÇÃO |
title_short |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
title_full |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
title_fullStr |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
title_full_unstemmed |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
title_sort |
Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo |
author |
Lima, Neusa Aparecida de |
author_facet |
Lima, Neusa Aparecida de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ghedini, Cecilia Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4636003938279392 |
dc.contributor.referee1.fl_str_mv |
Ghedini, Cecilia Maria |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4636003938279392 |
dc.contributor.referee2.fl_str_mv |
Bonamigo, Carlos Antonio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6131273796214079 |
dc.contributor.referee3.fl_str_mv |
Souza, Maria Antônia de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0541520648901085 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4947385471919984 |
dc.contributor.author.fl_str_mv |
Lima, Neusa Aparecida de |
contributor_str_mv |
Ghedini, Cecilia Maria Ghedini, Cecilia Maria Bonamigo, Carlos Antonio Souza, Maria Antônia de |
dc.subject.por.fl_str_mv |
Educação rural Educação do campo Escolas públicas no/do campo Prática pedagógica Modalidade de educação básica do campo |
topic |
Educação rural Educação do campo Escolas públicas no/do campo Prática pedagógica Modalidade de educação básica do campo Rural education Countryside education Public schools in/of the countryside Pedagogical practice Elementary rural education modality CIÊNCIAS HUMANAS:EDUCAÇÃO |
dc.subject.eng.fl_str_mv |
Rural education Countryside education Public schools in/of the countryside Pedagogical practice Elementary rural education modality |
dc.subject.cnpq.fl_str_mv |
CIÊNCIAS HUMANAS:EDUCAÇÃO |
description |
This Master's Thesis work is placed in the Graduate Program in Education – Master’s degree, Campus Francisco Beltrão/PR, of the State University of West Paraná (UNIOESTE), area of focus in Education, Research Line: Culture, Education Processes and Teacher Training. The investigation problem raises the question of how the limits and potentialities of pedagogical practices are presented in the transformation of the rural school into a public school in the countryside, and what measures can be potential for this change. In view of this, it is justified by considering that in the field of Countryside Education, due to historical-social reasons, the school located in the rural/countryside space demonstrates weaknesses that impact on a teaching that guarantees the appropriation of historically systematized knowledge in dialogue with its context, demanding from this school and its pedagogical practice, actions towards the changes necessary for the transformation. Thus, this research aims to investigate two schools located in rural/countryside areas, to analyze and understand them from the logic of Rural Education and/or Countryside Education, mapping the differences that are manifested in their work and pedagogical practice, its legal aspects and its insertion in the territory, in the period 2016-2020. In this context, two institutions were investigated: the Colégio Estadual do Campo Professora Vilma dos Santos Dissenha in the municipality of Mangueirinha, state of Paraná and the Colégio Estadual do Campo Paulo Freire, located in the municipality of Francisco Beltrão, in the same state. For this analysis, the research methodology used field work with a qualitative approach in public schools, plus semi-structured interviews with teachers. The approach was given by the Systematization of Experiences and Social Practices in Popular Education, in order to understand the pedagogical practices and account for their specificity. It was based on authors such as Arroyo, 2003; 2015; 2014; 2021; Bonamigo, 2007, 2014, 2020a, 2020b; Caldart, 2000, 2002, 2004, 2012; Falkembach, 2006, 2007; Ghedini, 2015, 2016, 2017, 2022; Jara, 2006, 2007; Fernandes, 2005, 2008, 2012; Franco, 2008, 2015, 2016; Martins, 2009, 2016, 2020; Molina, 2004, 2012; Munarim, 2008, 2011; Silva, 2006, 2009, 2015, 2020; Souza, 2009, 2016, 2018, 2020; Vázquez, 2007; 2011, also considering legal provisions such as Brasil, 2002; 2008; 2010a, 2010b; and Paraná, 2006, 2010a, 2010b, 2011; dealing with categories such as Rural Education, Countryside Education, Public Schools of/in the Countryside, Pedagogical Practice, Basic Countryside Education Modality and, to a certain extent, also Systematization of Experiences and Social Practices in Popular Education. The research found that among the investigated schools, the main difference is in the intentionality of the pedagogical practices in the transformation process, and it is manifested by the internal and external determinants, accessible or not in the territory where this school is located, among them, the context of work and production, continuing education and monitoring of institutions such as the university, the Popular Social Movements (MSP) and their organizations. It is noteworthy that these differences are not parameters to measure the quality of teaching in these schools, but rather the school to be or not to be in the perspective of the National Movement for Countryside Education. This is because the fact of having historical references from the MSP, as well as the legality of the Elementary Education Modality in the Countryside, does not automatically meanthat the logic of Rural Education is overcome. Therefore, it is necessary to rearticulate the school, create links with the territory, develop mediations in the form of a pedagogical work of its own that affirms and/or produces identity to this school. In this sense, the research found that pedagogical practices are fundamental and potential in the transformation of a rural school into a public school in/of the countryside, when they are developed with intention, in the sense of an emancipatory praxis. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-08-17 |
dc.date.accessioned.fl_str_mv |
2023-02-02T13:58:37Z |
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.citation.fl_str_mv |
Lima, Neusa Aparecida de. Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo. 2022. 219 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2022. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6400 |
identifier_str_mv |
Lima, Neusa Aparecida de. Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo. 2022. 219 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2022. |
url |
https://tede.unioeste.br/handle/tede/6400 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.department.fl_str_mv |
1964243308973517033 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Humanas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
dc.source.none.fl_str_mv |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
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UNIOESTE |
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