Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra
Ano de defesa: | 2014 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/2346 |
Resumo: | This research investigated the professional activity of land-pedagogues graduated in the first year of the course Land Pedagogy in the state of Sao Paulo. It discussed the rural education and the struggles and efforts of social movements to certify that the education in the rural communities occurs with quality and respect to their culture. The aim of this research is to present what it meant to the personal and professional lives of graduates in Land Pedagogy at UFSCar to attend this course. Moreover, it aims to identify, describe and analyze the educational processes in the performance of these professionals as well as the ease and difficulties encountered by them. The methodology used was based on the principles of popular education, which engages social movements and breaks through the power relations aiming to fight the elitist hegemonic order settled in society. The oppressed and exploited subjects struggles for emancipation is within the social movements and within popular education. The theoretical and methodological background used were based on Paulo Freire and other authors of popular education, especially the books of Carlos Rodrigues Brandão. The data collection came about through a bibliographic survey concerning the topic and semi-structured individual interviews with 7 women egressed in the course. The data analysis occurred as a result of content analysis that revealed what this course meant to the personal and professional lives of its participants. The results shows some educational processes such as the awareness of these women who started to understand their life stories when they had the opportunity to deepen their studies on the agrarian context and rural education. This enabled them to possess new instruments to transform the reality in which they live. Through the reflexion between theory (content) and practice (life experience) they could also improve their performance as educators, becoming more critical in their work environments. The data indicates that these women increased their commitment to the settlement and the communities and feel responsible for collaborating with the people and contribute to the rural education. According to the data, one difficulty found by these women is the lack of paid work opportunities since there are no schools in the majority of the settlements that leads them to find jobs in the city where they cannot apply the knowledge about rural education acquired during their studies. It is revealed that to these women being a land-pedagogue means to believe that man and women are able to transform their lives through education and so transform the society where they live. This research shows that Land Pedagogy courses contribute to the qualifications of people in settlements and equips these people to return to their settlements and collaborate with the development of these communities. |
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Amaral, Débora Monteiro doMontrone, Aida Victoria Garciahttp://lattes.cnpq.br/9011731777978672http://lattes.cnpq.br/86008294099617012016-06-02T19:35:57Z2014-09-042016-06-02T19:35:57Z2014-02-27AMARAL, Débora Monteiro do. Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra. 2014. 212 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2014.https://repositorio.ufscar.br/handle/ufscar/2346This research investigated the professional activity of land-pedagogues graduated in the first year of the course Land Pedagogy in the state of Sao Paulo. It discussed the rural education and the struggles and efforts of social movements to certify that the education in the rural communities occurs with quality and respect to their culture. The aim of this research is to present what it meant to the personal and professional lives of graduates in Land Pedagogy at UFSCar to attend this course. Moreover, it aims to identify, describe and analyze the educational processes in the performance of these professionals as well as the ease and difficulties encountered by them. The methodology used was based on the principles of popular education, which engages social movements and breaks through the power relations aiming to fight the elitist hegemonic order settled in society. The oppressed and exploited subjects struggles for emancipation is within the social movements and within popular education. The theoretical and methodological background used were based on Paulo Freire and other authors of popular education, especially the books of Carlos Rodrigues Brandão. The data collection came about through a bibliographic survey concerning the topic and semi-structured individual interviews with 7 women egressed in the course. The data analysis occurred as a result of content analysis that revealed what this course meant to the personal and professional lives of its participants. The results shows some educational processes such as the awareness of these women who started to understand their life stories when they had the opportunity to deepen their studies on the agrarian context and rural education. This enabled them to possess new instruments to transform the reality in which they live. Through the reflexion between theory (content) and practice (life experience) they could also improve their performance as educators, becoming more critical in their work environments. The data indicates that these women increased their commitment to the settlement and the communities and feel responsible for collaborating with the people and contribute to the rural education. According to the data, one difficulty found by these women is the lack of paid work opportunities since there are no schools in the majority of the settlements that leads them to find jobs in the city where they cannot apply the knowledge about rural education acquired during their studies. It is revealed that to these women being a land-pedagogue means to believe that man and women are able to transform their lives through education and so transform the society where they live. This research shows that Land Pedagogy courses contribute to the qualifications of people in settlements and equips these people to return to their settlements and collaborate with the development of these communities.Esta pesquisa investigou atuação de pedagogas da terra formadas no primeiro curso de Pedagogia da Terra do estado de São Paulo. Fez a discussão da Educação do Campo e do processo de luta dos movimentos sociais para garantir a educação nos assentamentos rurais e que ocorra com qualidade e respeito a esta cultura. O objetivo da pesquisa foi descrever os significados para a vida pessoal e profissional atribuídos por licenciadas do curso de pedagogia da terra da UFSCar e ainda identificar, descrever e analisar processos educativos na prática destas pedagogas da terra, as facilidades e dificuldades encontradas na sua atuação. A metodologia utilizada foi pautada nos princípios da educação popular que, atrelada aos movimentos sociais, se insere nas relações de poder, na luta contra a ordem hegemônica elitista instalada na sociedade. A luta pela emancipação dos sujeitos oprimidos e explorados está no seio dos movimentos sociais, tal como no da educação popular. O referencial teórico-metodológico utilizado foi baseado em Paulo Freire e teóricos da educação popular, com destaque a obras de Carlos Rodrigues de Brandão. A coleta de dados se deu através do levantamento bibliográfico sobre a temática e entrevistas individuais e semi-estruturadas com 7 mulheres egressas do curso. A análise dos dados se deu pela análise de conteúdo que desvelou significados desta formação, tanto para a vida pessoal quanto para a vida profissional destas mulheres. Os resultados apontaram alguns processos educativos, como a conscientização destas mulheres, que passaram a compreender suas histórias de vida ao terem a oportunidade de aprofundar seus estudos em relação ao contexto agrário e da educação do campo, permitindo com isso que elas tivessem outros instrumentos para transformar a realidade em que vivem. Também, através da reflexão entre a teoria (conteúdo) e a prática (experiência de vida), puderam melhorar sua atuação enquanto educadoras, tendo uma postura mais crítica nos espaços onde estão atuando. Os dados também apontam que o comprometimento dessas mulheres com seus assentamentos e com a comunidade aumentou e, elas se sentem responsáveis por colaborar com as pessoas e contribuir com a educação do campo nesses locais. Uma dificuldade encontrada por essas mulheres, apontada pelos dados, é falta de oportunidade de trabalho remunerado nos assentamentos, visto que na maioria deles não há escolas, fazendo com que elas precisem procurar emprego na cidade, não conseguindo desta forma, colocar em prática os ensinamentos referentes à educação do campo que tiveram em sua formação. Os significados de serem pedagogas da terra, desveladas por essas mulheres, demonstram que elas acreditam que homens e mulheres, através da educação, podem transformar suas vidas e assim, transformar a sociedade em que vivem. A pesquisa demonstra que cursos de Pedagogia da Terra vêm para contribuir com a qualificação de pessoas assentadas, possibilitando que estas possam retornar a seus assentamentos e colaborar com o desenvolvimento dos mesmos.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBREducação ruralEducação do campoPráticas sociais e processos educativosMulheres sem-terraPedagogia da terraEducação popularEducational processesWomen without landLand pedagogyPopular educationCIENCIAS HUMANAS::EDUCACAOMulheres da reforma agrária na educação: os significados em ser pedagoga da terrainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL6117.pdfapplication/pdf1424961https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2346/1/6117.pdff43fc47e47d732df0e955ad27161e910MD51TEXT6117.pdf.txt6117.pdf.txtExtracted texttext/plain0https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2346/2/6117.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL6117.pdf.jpg6117.pdf.jpgIM Thumbnailimage/jpeg7791https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2346/3/6117.pdf.jpgadaa298214e0a582972416fd8149367bMD53ufscar/23462019-09-11 02:53:00.175oai:repositorio.ufscar.br:ufscar/2346Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:45:47.938116Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
title |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
spellingShingle |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra Amaral, Débora Monteiro do Educação rural Educação do campo Práticas sociais e processos educativos Mulheres sem-terra Pedagogia da terra Educação popular Educational processes Women without land Land pedagogy Popular education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
title_full |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
title_fullStr |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
title_full_unstemmed |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
title_sort |
Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra |
author |
Amaral, Débora Monteiro do |
author_facet |
Amaral, Débora Monteiro do |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8600829409961701 |
dc.contributor.author.fl_str_mv |
Amaral, Débora Monteiro do |
dc.contributor.advisor1.fl_str_mv |
Montrone, Aida Victoria Garcia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9011731777978672 |
contributor_str_mv |
Montrone, Aida Victoria Garcia |
dc.subject.por.fl_str_mv |
Educação rural Educação do campo Práticas sociais e processos educativos Mulheres sem-terra Pedagogia da terra Educação popular |
topic |
Educação rural Educação do campo Práticas sociais e processos educativos Mulheres sem-terra Pedagogia da terra Educação popular Educational processes Women without land Land pedagogy Popular education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational processes Women without land Land pedagogy Popular education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research investigated the professional activity of land-pedagogues graduated in the first year of the course Land Pedagogy in the state of Sao Paulo. It discussed the rural education and the struggles and efforts of social movements to certify that the education in the rural communities occurs with quality and respect to their culture. The aim of this research is to present what it meant to the personal and professional lives of graduates in Land Pedagogy at UFSCar to attend this course. Moreover, it aims to identify, describe and analyze the educational processes in the performance of these professionals as well as the ease and difficulties encountered by them. The methodology used was based on the principles of popular education, which engages social movements and breaks through the power relations aiming to fight the elitist hegemonic order settled in society. The oppressed and exploited subjects struggles for emancipation is within the social movements and within popular education. The theoretical and methodological background used were based on Paulo Freire and other authors of popular education, especially the books of Carlos Rodrigues Brandão. The data collection came about through a bibliographic survey concerning the topic and semi-structured individual interviews with 7 women egressed in the course. The data analysis occurred as a result of content analysis that revealed what this course meant to the personal and professional lives of its participants. The results shows some educational processes such as the awareness of these women who started to understand their life stories when they had the opportunity to deepen their studies on the agrarian context and rural education. This enabled them to possess new instruments to transform the reality in which they live. Through the reflexion between theory (content) and practice (life experience) they could also improve their performance as educators, becoming more critical in their work environments. The data indicates that these women increased their commitment to the settlement and the communities and feel responsible for collaborating with the people and contribute to the rural education. According to the data, one difficulty found by these women is the lack of paid work opportunities since there are no schools in the majority of the settlements that leads them to find jobs in the city where they cannot apply the knowledge about rural education acquired during their studies. It is revealed that to these women being a land-pedagogue means to believe that man and women are able to transform their lives through education and so transform the society where they live. This research shows that Land Pedagogy courses contribute to the qualifications of people in settlements and equips these people to return to their settlements and collaborate with the development of these communities. |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-09-04 2016-06-02T19:35:57Z |
dc.date.issued.fl_str_mv |
2014-02-27 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:35:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
AMARAL, Débora Monteiro do. Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra. 2014. 212 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2014. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2346 |
identifier_str_mv |
AMARAL, Débora Monteiro do. Mulheres da reforma agrária na educação: os significados em ser pedagoga da terra. 2014. 212 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2014. |
url |
https://repositorio.ufscar.br/handle/ufscar/2346 |
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Universidade Federal de São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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UFSCar |
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BR |
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Universidade Federal de São Carlos |
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