Educação do campo: demanda dos trabalhadores

• Ano de defesa: 2006
• Autor(a) principal: Jesus, Vania Cristina Pauluk de
• Orientador(a): Mion, Rejane Aurora
• Banca de defesa: Souza, Maria Antonia de , Nascimento, Maria Isabel Moura
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: educação do campo; movimentos sociais; demandas dos trabalhadores; conhecimento científico; trabalho e educação
• Palavras-chave em Inglês: education of the field; social movements; demands of the workers; scientific knowledge, work and education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/1225

In this text we intend to argue that especificidades necessary to possess the school of the field in this neoliberal world, to identify the educational demands of the citizens of the field and to analyze the proposals for education of the field of the social movements and State. This research is of qualitative boarding e, uses as main instruments of collection of data the documentary analysis and structuralized interviews opened. To reach our objectives we characterize and we argue the proposal educational of the MST (Movement of the Agricultural Workers Without Land); we analyze the Operational Lines of direction for School of the Field and, we carry through interviews with two agricultural communities to identify its educational demands; one in the agricultural zone of Thick Tip and another one a nesting of agrarian reform in Teixeira Soares. We all interview the twenty and nine people of the pertaining to school communities (parents, pupils, professors, director, maid). The proposal educational of the MST intends to awake the conscience of classroom and formation of militant. The MST adopts as theoreticians sustentation especially Freire, Makarenko, Piaget; however it does not choose a specific pedagogy, puts all in movement, so that if I will choose most adequate, as the necessities. The proposal of the State (the Operational Lines of direction for School of the Field), presents many advances to know: to give to all of the basic and professional education in the proper agricultural communities; pertaining to school adaptable of the calendar and spaces; initial and continued formation of professors; differentiation of the cost pupil, among others. With reference to the educational demands of the citizens of the field, seen for its eyes; three points are expressed expectations in relation to the school, enclosing central offices: 1) acquisition of abilities as reading, writing and calculation and, still, transmission of knowledge; 2) moral formation and 3) preparation for the work in the field. These expectations reflect of certain form the values and ideologies gifts in our society. The thought of the workers reflects its way of life and values. However, for the construction of a school of social quality for the field, that takes care of to its yearnings and necessities, it respects and it values its to know and values, become necessary financial and human investments in the situated schools in the field. The social movements can contribute for improvement of the school, in some ways, participating, suggesting modifications, oportunizando the use of its pedagogical materials, but over all; when together organizing itself with the community to demand that the State fulfills its paper flifting of the school, accomplishing what it is foreseen in the Lines of direction. We consider that the necessary field of a differentiated education, that if does not restrict to the agricultural necessities and of the market of work, but ample a cultural formation, that privileges the acquisition and reconstruct of the scientific knowledge.