Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UTP |
Texto Completo: | http://tede.utp.br:8080/jspui/handle/tede/1472 |
Resumo: | The present research had as general objective to understand the ways of being of the Work and of the Field Education - as well as its determinants and contradictions - in the contexts of the Social Movement of the Field Education and the Public Educational Policies for the people of the field. For that, the national documents of the Social Movement of the Field Education - ENERAs, CNECs and FONECs - and the documents of public policies produced within the scope of the Brazilian State from 1998 to 2016, expressed in legislations, Resolutions of the National Council of Education and programs of the Federal Government - PRONERA, PRONATEC, PROJOVEM - Field, PRONATEC - Field. The specific objectives of the research were: 1 - to analyze the presence and place of work in the conception and production of knowledge about Field Education; 2 - to analyze the way of being, the place and the presence of the work in the documents of the Social Movement of the Field Education; 3 - to analyze the way of being, the place and the presence of the work in the documents of public educational policies for the field; 4 - to analyze the way of being of the Field Education for the Social Movement of the Field Education and for the public educational policies for the field. Methodologically, the research was based on historical materialism and, procedurally, used bibliographical and documentary analysis. The work was treated theoretically from its founding character of human and proto-modern sociality of human action in general-praxis. In addition to the founding character (LUKÁCS, 2012, 2014), the work was treated in two ways: the mode of being exploited and unexplored (MARX, 1978, 2014). The place of work in the concept and in the production of knowledge in Field Education was sequentially analyzed. Afterwards, the ways of being of the work and of the Education of the Field for the Social Movement of the Field Education were analyzed and, finally, the ways of being of the Work and of the Field Education for the Public Educational Policies for the people of the field. As a result of research it is evident that in the scope of the public policies focused on the education of the peoples of the countryside and of professional and technical training, the work presents itself in the way of being exploited / alienated, differently from the way in which the work presents itself in the documents of the Social Movement of the Field Education as non-exploited / emancipatory work. It was also evidenced that in the public policies for Field Education and Professional and Technical training in which there was greater participation of the Social Movement of Field Education in the process of elaboration and management the way of being of the work presented itself as not – exploited – PRONERA -, unlike public policies in which the Social Movement had no participation - PRONATEC. It was also observed that the determinants of the different ways of being in which the work is presented in the documents of public policies and in the documents of the Social Movement of the Field Education are constituted of the class struggle and the political praxis. |
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Biblioteca Digital de Teses e Dissertações do UTP |
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Costa Neto, Pedro Leão daJesus Júnior, Armenes deGeminari, Geyso DongleySouza, Maria Antonia dehttp://lattes.cnpq.br/1595234239639391Silva, André Luiz Batista da2018-07-25T13:32:51Z2018-06-15Silva, André Luiz Batista da. Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo. 2018. 386 f. Tese( Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2018.http://tede.utp.br:8080/jspui/handle/tede/1472The present research had as general objective to understand the ways of being of the Work and of the Field Education - as well as its determinants and contradictions - in the contexts of the Social Movement of the Field Education and the Public Educational Policies for the people of the field. For that, the national documents of the Social Movement of the Field Education - ENERAs, CNECs and FONECs - and the documents of public policies produced within the scope of the Brazilian State from 1998 to 2016, expressed in legislations, Resolutions of the National Council of Education and programs of the Federal Government - PRONERA, PRONATEC, PROJOVEM - Field, PRONATEC - Field. The specific objectives of the research were: 1 - to analyze the presence and place of work in the conception and production of knowledge about Field Education; 2 - to analyze the way of being, the place and the presence of the work in the documents of the Social Movement of the Field Education; 3 - to analyze the way of being, the place and the presence of the work in the documents of public educational policies for the field; 4 - to analyze the way of being of the Field Education for the Social Movement of the Field Education and for the public educational policies for the field. Methodologically, the research was based on historical materialism and, procedurally, used bibliographical and documentary analysis. The work was treated theoretically from its founding character of human and proto-modern sociality of human action in general-praxis. In addition to the founding character (LUKÁCS, 2012, 2014), the work was treated in two ways: the mode of being exploited and unexplored (MARX, 1978, 2014). The place of work in the concept and in the production of knowledge in Field Education was sequentially analyzed. Afterwards, the ways of being of the work and of the Education of the Field for the Social Movement of the Field Education were analyzed and, finally, the ways of being of the Work and of the Field Education for the Public Educational Policies for the people of the field. As a result of research it is evident that in the scope of the public policies focused on the education of the peoples of the countryside and of professional and technical training, the work presents itself in the way of being exploited / alienated, differently from the way in which the work presents itself in the documents of the Social Movement of the Field Education as non-exploited / emancipatory work. It was also evidenced that in the public policies for Field Education and Professional and Technical training in which there was greater participation of the Social Movement of Field Education in the process of elaboration and management the way of being of the work presented itself as not – exploited – PRONERA -, unlike public policies in which the Social Movement had no participation - PRONATEC. It was also observed that the determinants of the different ways of being in which the work is presented in the documents of public policies and in the documents of the Social Movement of the Field Education are constituted of the class struggle and the political praxis.A presente pesquisa teve como objetivo geral compreender os modos de ser do trabalho e da Educação do Campo- bem como seus determinantes e contradições - nos contextos do Movimento Social da Educação do Campo e das Políticas Públicas Educacionais para os povos do campo. Para tanto, analisaram-se os documentos nacionais do Movimento Social da Educação do Campo – ENERAs, CNECs e FONECs - e os documentos de políticas públicas produzidos no âmbito do Estado brasileiro de 1998 a 2016, expressas em legislações, Resoluções do Conselho Nacional de Educação e programas do Governo Federal – PRONERA, PRONATEC, PROJOVEM – Campo Saberes da Terra, PRONATEC – Campo. Os objetivos específicos da pesquisa situaram-se em: 1 – analisar a presença e o lugar do trabalho na concepção e na produção do conhecimento acerca da Educação do Campo; 2 – analisar o modo de ser, o lugar e a presença do trabalho nos documentos do Movimento Social da Educação do Campo; 3 – analisar o modo de ser, o lugar e a presença do trabalho nos documentos de políticas públicas educacionais para o campo; 4 – analisar o modo de ser da Educação do Campo para o Movimento Social da Educação do Campo e para as políticas públicas educacionais para o campo. Metodologicamente a pesquisa serviu-se do materialismo histórico e, procedimentalmente, serviu-se da análise bibliográfica e documental. O trabalho foi tratado teoricamente a partir de seu caráter fundante da socialidade humana e protofórmico da ação humana em geral- a práxis. Além do caráter fundante (LUKÁCS, 2012; 2014), o trabalho foi tratado a partir de dois modos de ser: o modo de ser explorado e não-explorado (MARX, 1978; 2014). Sequencialmente analisou-se o lugar do trabalho no conceito e na produção de conhecimento em Educação do Campo. Depois, analisaram-se os modos de ser do trabalho e da Educação do Campo para o Movimento Social da Educação do Campo e por fim, os modos de ser do trabalho e da Educação do Campo para as Políticas Públicas Educacionais para os povos do campo. Como resultado de pesquisa evidencia-se que no âmbito das políticas públicas voltadas para a educação dos povos do campo e de formação profissional e técnica o trabalho apresenta-se no modo de ser explorado/alienado, diferentemente da forma em que o trabalho se apresenta nos documentos do Movimento Social da Educação do Campo como trabalho não-explorado/emancipador. Evidenciou-se, também, que nas políticas públicas para a Educação do Campo e de formação Profissional e Técnica em que ocorreu maior participação do Movimento Social da Educação do Campo no processo de elaboração e gestão o modo de ser do trabalho apresentou-se como não-explorado – PRONERA - , diferentemente das políticas públicas na qual o Movimento Social não teve participação – PRONATEC. Observou-se também que os determinantes dos diferentes modos de ser em que o trabalho se apresenta nos documentos de políticas públicas e nos documentos do Movimento Social da Educação do Campo constituem-se da luta de classes e da práxis política.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-07-25T13:32:51Z No. of bitstreams: 1 MODOS DE SER.pdf: 3834412 bytes, checksum: c3cac14808d018ab3a3af29194e02bcd (MD5)Made available in DSpace on 2018-07-25T13:32:51Z (GMT). No. of bitstreams: 1 MODOS DE SER.pdf: 3834412 bytes, checksum: c3cac14808d018ab3a3af29194e02bcd (MD5) Previous issue date: 2018-06-15application/pdfporUniversidade Tuiuti do ParanaDoutorado em EducaçãoUTPBrasilEducaçãoTrabalhoEducação do campoMovimento social da educação do campoPolíticas públicasLuta de classesPráxis políticaWorkField educationSocial movement of field educationPublic policyClass strugglePolitical praxisCIENCIAS HUMANAS::EDUCACAOModos de ser do trabalho para o movimento social e as políticas públicas de educação do campoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis88370811386292212365005006006022136314876952138-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UTPinstname:Universidade Tuiuti do Paranáinstacron:UTPLICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1472/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALMODOS DE SER.pdfMODOS DE SER.pdfapplication/pdf3834412http://localhost:8080/tede/bitstream/tede/1472/2/MODOS+DE+SER.pdfc3cac14808d018ab3a3af29194e02bcdMD52tede/1472oai:localhost:tede/14722018-07-25 10:32:51.991TEDEtede@utp.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 |
dc.title.por.fl_str_mv |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
title |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
spellingShingle |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo Silva, André Luiz Batista da Trabalho Educação do campo Movimento social da educação do campo Políticas públicas Luta de classes Práxis política Work Field education Social movement of field education Public policy Class struggle Political praxis CIENCIAS HUMANAS::EDUCACAO |
title_short |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
title_full |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
title_fullStr |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
title_full_unstemmed |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
title_sort |
Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo |
author |
Silva, André Luiz Batista da |
author_facet |
Silva, André Luiz Batista da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Costa Neto, Pedro Leão da |
dc.contributor.referee1.fl_str_mv |
Jesus Júnior, Armenes de |
dc.contributor.referee2.fl_str_mv |
Geminari, Geyso Dongley |
dc.contributor.referee3.fl_str_mv |
Souza, Maria Antonia de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1595234239639391 |
dc.contributor.author.fl_str_mv |
Silva, André Luiz Batista da |
contributor_str_mv |
Costa Neto, Pedro Leão da Jesus Júnior, Armenes de Geminari, Geyso Dongley Souza, Maria Antonia de |
dc.subject.por.fl_str_mv |
Trabalho Educação do campo Movimento social da educação do campo Políticas públicas Luta de classes Práxis política |
topic |
Trabalho Educação do campo Movimento social da educação do campo Políticas públicas Luta de classes Práxis política Work Field education Social movement of field education Public policy Class struggle Political praxis CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Work Field education Social movement of field education Public policy Class struggle Political praxis |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
The present research had as general objective to understand the ways of being of the Work and of the Field Education - as well as its determinants and contradictions - in the contexts of the Social Movement of the Field Education and the Public Educational Policies for the people of the field. For that, the national documents of the Social Movement of the Field Education - ENERAs, CNECs and FONECs - and the documents of public policies produced within the scope of the Brazilian State from 1998 to 2016, expressed in legislations, Resolutions of the National Council of Education and programs of the Federal Government - PRONERA, PRONATEC, PROJOVEM - Field, PRONATEC - Field. The specific objectives of the research were: 1 - to analyze the presence and place of work in the conception and production of knowledge about Field Education; 2 - to analyze the way of being, the place and the presence of the work in the documents of the Social Movement of the Field Education; 3 - to analyze the way of being, the place and the presence of the work in the documents of public educational policies for the field; 4 - to analyze the way of being of the Field Education for the Social Movement of the Field Education and for the public educational policies for the field. Methodologically, the research was based on historical materialism and, procedurally, used bibliographical and documentary analysis. The work was treated theoretically from its founding character of human and proto-modern sociality of human action in general-praxis. In addition to the founding character (LUKÁCS, 2012, 2014), the work was treated in two ways: the mode of being exploited and unexplored (MARX, 1978, 2014). The place of work in the concept and in the production of knowledge in Field Education was sequentially analyzed. Afterwards, the ways of being of the work and of the Education of the Field for the Social Movement of the Field Education were analyzed and, finally, the ways of being of the Work and of the Field Education for the Public Educational Policies for the people of the field. As a result of research it is evident that in the scope of the public policies focused on the education of the peoples of the countryside and of professional and technical training, the work presents itself in the way of being exploited / alienated, differently from the way in which the work presents itself in the documents of the Social Movement of the Field Education as non-exploited / emancipatory work. It was also evidenced that in the public policies for Field Education and Professional and Technical training in which there was greater participation of the Social Movement of Field Education in the process of elaboration and management the way of being of the work presented itself as not – exploited – PRONERA -, unlike public policies in which the Social Movement had no participation - PRONATEC. It was also observed that the determinants of the different ways of being in which the work is presented in the documents of public policies and in the documents of the Social Movement of the Field Education are constituted of the class struggle and the political praxis. |
dc.description.abstract.por.fl_txt_mv |
A presente pesquisa teve como objetivo geral compreender os modos de ser do trabalho e da Educação do Campo- bem como seus determinantes e contradições - nos contextos do Movimento Social da Educação do Campo e das Políticas Públicas Educacionais para os povos do campo. Para tanto, analisaram-se os documentos nacionais do Movimento Social da Educação do Campo – ENERAs, CNECs e FONECs - e os documentos de políticas públicas produzidos no âmbito do Estado brasileiro de 1998 a 2016, expressas em legislações, Resoluções do Conselho Nacional de Educação e programas do Governo Federal – PRONERA, PRONATEC, PROJOVEM – Campo Saberes da Terra, PRONATEC – Campo. Os objetivos específicos da pesquisa situaram-se em: 1 – analisar a presença e o lugar do trabalho na concepção e na produção do conhecimento acerca da Educação do Campo; 2 – analisar o modo de ser, o lugar e a presença do trabalho nos documentos do Movimento Social da Educação do Campo; 3 – analisar o modo de ser, o lugar e a presença do trabalho nos documentos de políticas públicas educacionais para o campo; 4 – analisar o modo de ser da Educação do Campo para o Movimento Social da Educação do Campo e para as políticas públicas educacionais para o campo. Metodologicamente a pesquisa serviu-se do materialismo histórico e, procedimentalmente, serviu-se da análise bibliográfica e documental. O trabalho foi tratado teoricamente a partir de seu caráter fundante da socialidade humana e protofórmico da ação humana em geral- a práxis. Além do caráter fundante (LUKÁCS, 2012; 2014), o trabalho foi tratado a partir de dois modos de ser: o modo de ser explorado e não-explorado (MARX, 1978; 2014). Sequencialmente analisou-se o lugar do trabalho no conceito e na produção de conhecimento em Educação do Campo. Depois, analisaram-se os modos de ser do trabalho e da Educação do Campo para o Movimento Social da Educação do Campo e por fim, os modos de ser do trabalho e da Educação do Campo para as Políticas Públicas Educacionais para os povos do campo. Como resultado de pesquisa evidencia-se que no âmbito das políticas públicas voltadas para a educação dos povos do campo e de formação profissional e técnica o trabalho apresenta-se no modo de ser explorado/alienado, diferentemente da forma em que o trabalho se apresenta nos documentos do Movimento Social da Educação do Campo como trabalho não-explorado/emancipador. Evidenciou-se, também, que nas políticas públicas para a Educação do Campo e de formação Profissional e Técnica em que ocorreu maior participação do Movimento Social da Educação do Campo no processo de elaboração e gestão o modo de ser do trabalho apresentou-se como não-explorado – PRONERA - , diferentemente das políticas públicas na qual o Movimento Social não teve participação – PRONATEC. Observou-se também que os determinantes dos diferentes modos de ser em que o trabalho se apresenta nos documentos de políticas públicas e nos documentos do Movimento Social da Educação do Campo constituem-se da luta de classes e da práxis política. |
description |
The present research had as general objective to understand the ways of being of the Work and of the Field Education - as well as its determinants and contradictions - in the contexts of the Social Movement of the Field Education and the Public Educational Policies for the people of the field. For that, the national documents of the Social Movement of the Field Education - ENERAs, CNECs and FONECs - and the documents of public policies produced within the scope of the Brazilian State from 1998 to 2016, expressed in legislations, Resolutions of the National Council of Education and programs of the Federal Government - PRONERA, PRONATEC, PROJOVEM - Field, PRONATEC - Field. The specific objectives of the research were: 1 - to analyze the presence and place of work in the conception and production of knowledge about Field Education; 2 - to analyze the way of being, the place and the presence of the work in the documents of the Social Movement of the Field Education; 3 - to analyze the way of being, the place and the presence of the work in the documents of public educational policies for the field; 4 - to analyze the way of being of the Field Education for the Social Movement of the Field Education and for the public educational policies for the field. Methodologically, the research was based on historical materialism and, procedurally, used bibliographical and documentary analysis. The work was treated theoretically from its founding character of human and proto-modern sociality of human action in general-praxis. In addition to the founding character (LUKÁCS, 2012, 2014), the work was treated in two ways: the mode of being exploited and unexplored (MARX, 1978, 2014). The place of work in the concept and in the production of knowledge in Field Education was sequentially analyzed. Afterwards, the ways of being of the work and of the Education of the Field for the Social Movement of the Field Education were analyzed and, finally, the ways of being of the Work and of the Field Education for the Public Educational Policies for the people of the field. As a result of research it is evident that in the scope of the public policies focused on the education of the peoples of the countryside and of professional and technical training, the work presents itself in the way of being exploited / alienated, differently from the way in which the work presents itself in the documents of the Social Movement of the Field Education as non-exploited / emancipatory work. It was also evidenced that in the public policies for Field Education and Professional and Technical training in which there was greater participation of the Social Movement of Field Education in the process of elaboration and management the way of being of the work presented itself as not – exploited – PRONERA -, unlike public policies in which the Social Movement had no participation - PRONATEC. It was also observed that the determinants of the different ways of being in which the work is presented in the documents of public policies and in the documents of the Social Movement of the Field Education are constituted of the class struggle and the political praxis. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-07-25T13:32:51Z |
dc.date.issued.fl_str_mv |
2018-06-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
status_str |
publishedVersion |
format |
doctoralThesis |
dc.identifier.citation.fl_str_mv |
Silva, André Luiz Batista da. Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo. 2018. 386 f. Tese( Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.utp.br:8080/jspui/handle/tede/1472 |
identifier_str_mv |
Silva, André Luiz Batista da. Modos de ser do trabalho para o movimento social e as políticas públicas de educação do campo. 2018. 386 f. Tese( Doutorado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2018. |
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http://tede.utp.br:8080/jspui/handle/tede/1472 |
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por |
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por |
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8837081138629221236 |
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500 500 600 |
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6022136314876952138 |
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-240345818910352367 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Tuiuti do Parana |
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Doutorado em Educação |
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UTP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Tuiuti do Parana |
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reponame:Biblioteca Digital de Teses e Dissertações do UTP instname:Universidade Tuiuti do Paraná instacron:UTP |
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Biblioteca Digital de Teses e Dissertações do UTP |
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Universidade Tuiuti do Paraná |
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UTP |
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