A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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/6029 |
Resumo: | This Master’s thesis work finds itself in the Program of Post-Graduation in Education, Master’s degree, Campus Francisco Beltrão/PR, of the State College of Western Paraná (Unioeste), concentration area in Education, Research Line: Culture, Educative Processes and Formation of Teachers. The research’s problematic will center itself in the realization that the changes in naming of Public Schoolsin the state of Paraná located in rural territory, to “field school”, by the Parecer 1011/2010/CEE/CEB/PR, didn’t mean the changing in organizing the contents and shapes to such field public schools occurred in equal terms, nevertheless considering that, in this context, the Field Education was legally recognized as an Education Modality and, its effectuation, could be mediated by the people of the field and its territories. Facing these mismatches, by the year 2015, starts a process of rearticulating somepublic field schools, located in the Southwestern Region of Paraná, in the counties of Enéas Marques, Francisco Beltrão and Verê, with mediations that made possible to put the law to action, in a movement of producing methodological spaces, times and instruments, incorporated, to the Politic-Pedagogical Project and Scholar Regiment, during the process. Taking the movements that had been done in the context of these schools, this research analyses how was the legislation for Field Education operated, in theprocess of rearticulating these public field schools, in the period between 2015 and 2020. The clash of experimented contradictions, with the imminent risk of closure and high rotation of educators, had been hampering the creation of bondsbetween subjects with the educational institution and challenged the collective of the schools to search a way of maintaining themselves articulated. The continued formation showed itself with this potential, thus creating the Network of Formation of Teachers for the Strengthening of Public Field Schools –REFOCAR, aiming to rearticulate the public schools and its subjects, curtailing the closure of these schools and guaranteeing the effectuation of the public politic for the modality of Field Elementary Education, producing movements by the necessities of the realities of the school and its surroundings. The context of this research aimed for analyzing to what extent the teaching practice of the schools, in the concrete way of its pedagogic doings, constitutes itself hasan unfolding and operationalization of the legislation for Field Education currently active in the state of Paraná and its country. The performed analysis allows itself to comprehend that the effectuation of specific practices guaranteed bythe legislationin public field schools, needs the articulation into a collectivity that produces movement and rearticulates bonds to the realities in the context of these schools localized in the rural areas. A process with such potential enables to the Public Schools located in the rural territories, the production of content and shape to the Educational Modality, as a possible way into the perspective of rearticulating itself into the Movement of Field Education. |
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Ghedini, Cecília Mariahttp://lattes.cnpq.br/4636003938279392Ghedini, Cecília Mariahttp://lattes.cnpq.br/4636003938279392Bonamigo, Carlos Antoniohttp://lattes.cnpq.br/6131273796214079Anhaia, Edson Marcos dehttp://lattes.cnpq.br/4688475590979126Onçay, Solange Todero Vonhttp://lattes.cnpq.br/3970224004667361http://lattes.cnpq.br/0840051787471767Santos, Angelita Cristine do2022-05-10T19:19:13Z2021-12-16SANTOS, Angelita Cristine do. A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020. 2021. 179 f.. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2021.https://tede.unioeste.br/handle/tede/6029This Master’s thesis work finds itself in the Program of Post-Graduation in Education, Master’s degree, Campus Francisco Beltrão/PR, of the State College of Western Paraná (Unioeste), concentration area in Education, Research Line: Culture, Educative Processes and Formation of Teachers. The research’s problematic will center itself in the realization that the changes in naming of Public Schoolsin the state of Paraná located in rural territory, to “field school”, by the Parecer 1011/2010/CEE/CEB/PR, didn’t mean the changing in organizing the contents and shapes to such field public schools occurred in equal terms, nevertheless considering that, in this context, the Field Education was legally recognized as an Education Modality and, its effectuation, could be mediated by the people of the field and its territories. Facing these mismatches, by the year 2015, starts a process of rearticulating somepublic field schools, located in the Southwestern Region of Paraná, in the counties of Enéas Marques, Francisco Beltrão and Verê, with mediations that made possible to put the law to action, in a movement of producing methodological spaces, times and instruments, incorporated, to the Politic-Pedagogical Project and Scholar Regiment, during the process. Taking the movements that had been done in the context of these schools, this research analyses how was the legislation for Field Education operated, in theprocess of rearticulating these public field schools, in the period between 2015 and 2020. The clash of experimented contradictions, with the imminent risk of closure and high rotation of educators, had been hampering the creation of bondsbetween subjects with the educational institution and challenged the collective of the schools to search a way of maintaining themselves articulated. The continued formation showed itself with this potential, thus creating the Network of Formation of Teachers for the Strengthening of Public Field Schools –REFOCAR, aiming to rearticulate the public schools and its subjects, curtailing the closure of these schools and guaranteeing the effectuation of the public politic for the modality of Field Elementary Education, producing movements by the necessities of the realities of the school and its surroundings. The context of this research aimed for analyzing to what extent the teaching practice of the schools, in the concrete way of its pedagogic doings, constitutes itself hasan unfolding and operationalization of the legislation for Field Education currently active in the state of Paraná and its country. The performed analysis allows itself to comprehend that the effectuation of specific practices guaranteed bythe legislationin public field schools, needs the articulation into a collectivity that produces movement and rearticulates bonds to the realities in the context of these schools localized in the rural areas. A process with such potential enables to the Public Schools located in the rural territories, the production of content and shape to the Educational Modality, as a possible way into the perspective of rearticulating itself into the Movement of Field Education.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, Linha de Pesquisa: Cultura, Processos Educativos e Formação de Professores. A problemática de pesquisa vai centrar-se na constatação de que a alteração da nomenclatura das Escolas Públicas do estado do Paraná localizadas no território rural, para “escola do campo”, pelo Parecer 1011/2010/CEE/CEB/PR, não significou em mesma medida, a alteração na organização de conteúdo e forma a estas escolas públicas do campo, consideramos, ainda, nesse contexto, que a Educação do Campo estava legalmente reconhecida como uma Modalidade Educacional e, que sua efetivação, poderia ser mediada pelos povos do campo em seus territórios. Diante destes descompassos, no ano de 2015, iniciamos um processo de rearticulação de algumas escolas públicas do campo, localizadas na Região Sudoeste do Paraná, nos municípios de Enéas Marques, Francisco Beltrão e Verê, com mediações que possibilitaram “tirar a lei do papel”, num movimento de produção de espaços, tempos e instrumental metodológico, incorporados, ao Projeto Político-Pedagógico e Regimento Escolar, durante o processo. Tomando as movimentações que se deram no contexto destas escolas, essa pesquisa analisa como se operacionalizou a legislação da Educação do Campo, no processo de rearticulação destas escolas públicas do campo, no período de 2015 a 2020.O embate das contradições experimentadas, como o risco eminente de fechamento e a alta rotatividade de educadores, dificultava a criação de vínculos dos sujeitos com a instituição de ensino e desafiou o coletivo das escolas a buscarem uma forma de se manterem articulados. A formação continuada mostrou-nos com esta potência, por isso se criou a Rede de Formação de Educadores pelo Fortalecimento das Escolas Públicas do Campo -REFOCAR, buscando rearticular as escolas e seus sujeitos, cercear o fechamento destas escolas e garantir a efetivação da política pública da Modalidade da Educação Básica do Campo, produzindo movimentações a partir das necessidades da realidade da escola e seus entornos. No contexto desta pesquisa buscamos analisar em que medida a prática educativa das escolas, no concreto do seu fazer pedagógico, se constitui como desdobramento e operacionalização da legislação da Educação do Campo vigente no estado do Paraná e no país. A análise realizada permite compreender que a efetivação de práticas específicas garantidas pela legislação nas escolas públicas do campo, necessita da articulação a uma coletividade que “produza movimento” e “rearticule vínculos” às realidades do contexto destas escolas localizadas no campo. Um processo com este potencial possibilita às Escolas Públicas localizadas nos territórios rurais, a produção de conteúdo e forma à Modalidade Educacional, como um caminho possível na perspectiva de rearticularmo-nos ao Movimento Nacional da Educação do Campo.Submitted by Sandra Mendonça (sandra.mendonca@unioeste.br) on 2022-05-10T19:19:13Z No. of bitstreams: 2 Angelita_Cristine_Santos_2021.pdf: 3235911 bytes, checksum: 9003d34ca1abecead7e28409a7b7070e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-05-10T19:19:13Z (GMT). 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dc.title.por.fl_str_mv |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
dc.title.alternative.eng.fl_str_mv |
Field education and the process of rearticulating Public Field Schools - Southwestern Paraná - 2015/2020 |
title |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
spellingShingle |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 Santos, Angelita Cristine do Educação do campo Escolas públicas do campo Legislação educacional Modalidade de educação básica do campo Instrumental metodológico Educational legislation Field education Field public schools Methodological instrument Modality of elementary field education CIENCIAS HUMANAS::EDUCACAO |
title_short |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
title_full |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
title_fullStr |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
title_full_unstemmed |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
title_sort |
A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020 |
author |
Santos, Angelita Cristine do |
author_facet |
Santos, Angelita Cristine do |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ghedini, Cecília Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4636003938279392 |
dc.contributor.referee1.fl_str_mv |
Ghedini, Cecília 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 |
Anhaia, Edson Marcos de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4688475590979126 |
dc.contributor.referee4.fl_str_mv |
Onçay, Solange Todero Von |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/3970224004667361 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0840051787471767 |
dc.contributor.author.fl_str_mv |
Santos, Angelita Cristine do |
contributor_str_mv |
Ghedini, Cecília Maria Ghedini, Cecília Maria Bonamigo, Carlos Antonio Anhaia, Edson Marcos de Onçay, Solange Todero Von |
dc.subject.por.fl_str_mv |
Educação do campo Escolas públicas do campo Legislação educacional Modalidade de educação básica do campo Instrumental metodológico |
topic |
Educação do campo Escolas públicas do campo Legislação educacional Modalidade de educação básica do campo Instrumental metodológico Educational legislation Field education Field public schools Methodological instrument Modality of elementary field education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational legislation Field education Field public schools Methodological instrument Modality of elementary field education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This Master’s thesis work finds itself in the Program of Post-Graduation in Education, Master’s degree, Campus Francisco Beltrão/PR, of the State College of Western Paraná (Unioeste), concentration area in Education, Research Line: Culture, Educative Processes and Formation of Teachers. The research’s problematic will center itself in the realization that the changes in naming of Public Schoolsin the state of Paraná located in rural territory, to “field school”, by the Parecer 1011/2010/CEE/CEB/PR, didn’t mean the changing in organizing the contents and shapes to such field public schools occurred in equal terms, nevertheless considering that, in this context, the Field Education was legally recognized as an Education Modality and, its effectuation, could be mediated by the people of the field and its territories. Facing these mismatches, by the year 2015, starts a process of rearticulating somepublic field schools, located in the Southwestern Region of Paraná, in the counties of Enéas Marques, Francisco Beltrão and Verê, with mediations that made possible to put the law to action, in a movement of producing methodological spaces, times and instruments, incorporated, to the Politic-Pedagogical Project and Scholar Regiment, during the process. Taking the movements that had been done in the context of these schools, this research analyses how was the legislation for Field Education operated, in theprocess of rearticulating these public field schools, in the period between 2015 and 2020. The clash of experimented contradictions, with the imminent risk of closure and high rotation of educators, had been hampering the creation of bondsbetween subjects with the educational institution and challenged the collective of the schools to search a way of maintaining themselves articulated. The continued formation showed itself with this potential, thus creating the Network of Formation of Teachers for the Strengthening of Public Field Schools –REFOCAR, aiming to rearticulate the public schools and its subjects, curtailing the closure of these schools and guaranteeing the effectuation of the public politic for the modality of Field Elementary Education, producing movements by the necessities of the realities of the school and its surroundings. The context of this research aimed for analyzing to what extent the teaching practice of the schools, in the concrete way of its pedagogic doings, constitutes itself hasan unfolding and operationalization of the legislation for Field Education currently active in the state of Paraná and its country. The performed analysis allows itself to comprehend that the effectuation of specific practices guaranteed bythe legislationin public field schools, needs the articulation into a collectivity that produces movement and rearticulates bonds to the realities in the context of these schools localized in the rural areas. A process with such potential enables to the Public Schools located in the rural territories, the production of content and shape to the Educational Modality, as a possible way into the perspective of rearticulating itself into the Movement of Field Education. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-16 |
dc.date.accessioned.fl_str_mv |
2022-05-10T19:19:13Z |
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 |
SANTOS, Angelita Cristine do. A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020. 2021. 179 f.. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2021. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6029 |
identifier_str_mv |
SANTOS, Angelita Cristine do. A educação do campo e o processo de rearticulação de escolas públicas do campo - Sudoeste do Paraná – 2015/2020. 2021. 179 f.. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2021. |
url |
https://tede.unioeste.br/handle/tede/6029 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
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