Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Educação
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/16833 |
Resumo: | This research analyzed the Programa Escola Ativa (Active School Program) that was directed to the multigrade classes of rural schools. The main objective was to historically analyze the Active School Program as a public policy aimed at the multigrade classes in the State of Sergipe, in Brazil, between 1997 and 2012. As specific objectives we aimed to: highlight the historical process of struggle of social movements and the construction of the conception of Rural Education; identify public policies for Rural Education directed to the multigrade classes; identify the formative process aimed at multiplying teachers who worked with the pea; and to reflect the contributions of the Active School Program for Rural Education. Our initial hypothesis pointed out that the Active School Program was implemented in the multigrade classes of rural schools, but it failed to break with an old-fashioned kind of rural education and never met the needs and specificities of a Global Rural Education. To achieve our goals, we seek to appropriate the method of dialectical historical materialism, in order to produce knowledge from the concrete reality of the object in its historical process of existence. The categories: totality, dialectics and contradiction were used in the construction of the historical knowledge of society, as a space of fights and class struggles. This is a qualitative research, built from bibliographic research, documentary analysis and interviews with four teachers who worked in the classroom with the Active School Program, two supervisors and two teachers who maintained a critical posture in relation to the program. As a theoretical reference we use Martins (2008) and Tonet (2016) bringing their contributions on the method of historical-dialectical materialism; Arroyo (2012, 2009, 2007) and Caldart (2012, 2008, 2004, 2002) for Rural Education and Hage (2011, 2010) for the multigrade classes. As a result, we conclude that the Escola Ativa Program had and made available a continuing education structure for multiplier teachers that should reach teachers who worked in the classroom, which did not occur as it should. After the reformulation, the referred program contributed to lead the multiplier teachers to discuss Rural Education, but continued to contribute to the maintenance of rural education, since the struggles and constructions carried out by social movements were included in the theoretical structure of the program, but not were implemented in everyday school practice. |
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Santana, Geneluça CruzBretas, Silvana AparecidaSilva, Paulo Roberto Boa Sorte2022-11-26T00:02:26Z2022-11-26T00:02:26Z2022-08-29SANTANA, Geneluça Cruz. Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe. 2022. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022.http://ri.ufs.br/jspui/handle/riufs/16833This research analyzed the Programa Escola Ativa (Active School Program) that was directed to the multigrade classes of rural schools. The main objective was to historically analyze the Active School Program as a public policy aimed at the multigrade classes in the State of Sergipe, in Brazil, between 1997 and 2012. As specific objectives we aimed to: highlight the historical process of struggle of social movements and the construction of the conception of Rural Education; identify public policies for Rural Education directed to the multigrade classes; identify the formative process aimed at multiplying teachers who worked with the pea; and to reflect the contributions of the Active School Program for Rural Education. Our initial hypothesis pointed out that the Active School Program was implemented in the multigrade classes of rural schools, but it failed to break with an old-fashioned kind of rural education and never met the needs and specificities of a Global Rural Education. To achieve our goals, we seek to appropriate the method of dialectical historical materialism, in order to produce knowledge from the concrete reality of the object in its historical process of existence. The categories: totality, dialectics and contradiction were used in the construction of the historical knowledge of society, as a space of fights and class struggles. This is a qualitative research, built from bibliographic research, documentary analysis and interviews with four teachers who worked in the classroom with the Active School Program, two supervisors and two teachers who maintained a critical posture in relation to the program. As a theoretical reference we use Martins (2008) and Tonet (2016) bringing their contributions on the method of historical-dialectical materialism; Arroyo (2012, 2009, 2007) and Caldart (2012, 2008, 2004, 2002) for Rural Education and Hage (2011, 2010) for the multigrade classes. As a result, we conclude that the Escola Ativa Program had and made available a continuing education structure for multiplier teachers that should reach teachers who worked in the classroom, which did not occur as it should. After the reformulation, the referred program contributed to lead the multiplier teachers to discuss Rural Education, but continued to contribute to the maintenance of rural education, since the struggles and constructions carried out by social movements were included in the theoretical structure of the program, but not were implemented in everyday school practice.A pesquisa aqui apresentada, analisou o Programa Escola Ativa que foi direcionado para as classes multisseriadas das escolas do campo. O objetivo geral foi analisar historicamente o Programa Escola Ativa como política pública voltada para as classes multisseriadas no Estado de Sergipe, entre os anos de 1997 e 2012, como objetivos específicos tivemos: evidenciar o processo histórico de luta dos movimentos sociais e a construção da concepção de Educação do Campo; identificar políticas públicas para a Educação do Campo direcionadas para as classes multisseriadas; identificar o processo formativo destinado aos professores multiplicadores que atuavam com o PEA; refletir as contribuições do Programa Escola Ativa para a Educação do Campo. Nossa hipótese inicial apontava que o Programa Escola Ativa foi implantado e implementado nas classes multisseriadas das escolas do campo, mas ele não conseguiu romper com a educação rural e atender as necessidades e especificidades da Educação do Campo. Para atingir nossos objetivos, buscamos nos apropriar do método do materialismo histórico dialético, para produzir conhecimentos a partir da realidade concreta do objeto em seu processo histórico de existência. As categorias totalidade, dialética e contradição foram utilizadas na construção do conhecimento histórico da sociedade, enquanto espaço de embates e lutas de classes. Essa é uma pesquisa qualitativa, construída a partir da pesquisa bibliográfica, análise documental e entrevistas realizadas com quatro professores que atuavam em sala de aula com o Programa Escola Ativa, dois professores multiplicadores e duas professoras que mantinham postura crítica em relação ao programa. Como referencial teórico utilizamos Martins (2008) e Tonet (2016) trazendo suas contribuições sobre o método do materialismo histórico-dialético; Arroyo (2012, 2009, 2007) e Caldart (2012, 2008, 2004, 2002) para a educação do campo e Hage (2011, 2010) para as classes multisseriadas. Como resultado desta pesquisa, concluímos que o Programa Escola Ativa possuía e disponibilizava uma estrutura de formação continuada para os professores multiplicadores que deveria chegar aos professores que atuavam em sala de aula, o que não ocorria como deveria. Após a reformulação, o referido programa contribuiu para levar aos professores multiplicadores a discussão da Educação do Campo, mas continuou contribuindo para a manutenção da educação rural, visto que as lutas e construções protagonizadas pelos movimentos sociais foram incluídas na estrutura teórica do programa, mas não foram efetivadas na prática do cotidiano escolar.São CristóvãoporEducaçãoEducação e estadoClasses multiseriadasEducação ruralPrograma Escola AtivaEducação do campoPolíticas públicasMovimentos sociaisActive School ProgramMultigrade classRural EducationPublic policiesSocial movementsCIENCIAS HUMANAS::EDUCACAOPrograma Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16833/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALGENELUCA_CRUZ_SANTANA.pdfGENELUCA_CRUZ_SANTANA.pdfapplication/pdf2568468https://ri.ufs.br/jspui/bitstream/riufs/16833/2/GENELUCA_CRUZ_SANTANA.pdf5da7245c17cbe5b349139063c67d5aadMD52TEXTGENELUCA_CRUZ_SANTANA.pdf.txtGENELUCA_CRUZ_SANTANA.pdf.txtExtracted texttext/plain386557https://ri.ufs.br/jspui/bitstream/riufs/16833/3/GENELUCA_CRUZ_SANTANA.pdf.txt585412709896e39fb8b323f901413cc2MD53THUMBNAILGENELUCA_CRUZ_SANTANA.pdf.jpgGENELUCA_CRUZ_SANTANA.pdf.jpgGenerated Thumbnailimage/jpeg1288https://ri.ufs.br/jspui/bitstream/riufs/16833/4/GENELUCA_CRUZ_SANTANA.pdf.jpg3c0886d72fb5e23c1fee4573ba9f87a8MD54riufs/168332022-11-25 21:21:57.771oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-11-26T00:21:57Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
title |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
spellingShingle |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe Santana, Geneluça Cruz Educação Educação e estado Classes multiseriadas Educação rural Programa Escola Ativa Educação do campo Políticas públicas Movimentos sociais Active School Program Multigrade class Rural Education Public policies Social movements CIENCIAS HUMANAS::EDUCACAO |
title_short |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
title_full |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
title_fullStr |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
title_full_unstemmed |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
title_sort |
Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe |
author |
Santana, Geneluça Cruz |
author_facet |
Santana, Geneluça Cruz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santana, Geneluça Cruz |
dc.contributor.advisor1.fl_str_mv |
Bretas, Silvana Aparecida |
dc.contributor.advisor-co1.fl_str_mv |
Silva, Paulo Roberto Boa Sorte |
contributor_str_mv |
Bretas, Silvana Aparecida Silva, Paulo Roberto Boa Sorte |
dc.subject.por.fl_str_mv |
Educação Educação e estado Classes multiseriadas Educação rural Programa Escola Ativa Educação do campo Políticas públicas Movimentos sociais |
topic |
Educação Educação e estado Classes multiseriadas Educação rural Programa Escola Ativa Educação do campo Políticas públicas Movimentos sociais Active School Program Multigrade class Rural Education Public policies Social movements CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Active School Program Multigrade class Rural Education Public policies Social movements |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research analyzed the Programa Escola Ativa (Active School Program) that was directed to the multigrade classes of rural schools. The main objective was to historically analyze the Active School Program as a public policy aimed at the multigrade classes in the State of Sergipe, in Brazil, between 1997 and 2012. As specific objectives we aimed to: highlight the historical process of struggle of social movements and the construction of the conception of Rural Education; identify public policies for Rural Education directed to the multigrade classes; identify the formative process aimed at multiplying teachers who worked with the pea; and to reflect the contributions of the Active School Program for Rural Education. Our initial hypothesis pointed out that the Active School Program was implemented in the multigrade classes of rural schools, but it failed to break with an old-fashioned kind of rural education and never met the needs and specificities of a Global Rural Education. To achieve our goals, we seek to appropriate the method of dialectical historical materialism, in order to produce knowledge from the concrete reality of the object in its historical process of existence. The categories: totality, dialectics and contradiction were used in the construction of the historical knowledge of society, as a space of fights and class struggles. This is a qualitative research, built from bibliographic research, documentary analysis and interviews with four teachers who worked in the classroom with the Active School Program, two supervisors and two teachers who maintained a critical posture in relation to the program. As a theoretical reference we use Martins (2008) and Tonet (2016) bringing their contributions on the method of historical-dialectical materialism; Arroyo (2012, 2009, 2007) and Caldart (2012, 2008, 2004, 2002) for Rural Education and Hage (2011, 2010) for the multigrade classes. As a result, we conclude that the Escola Ativa Program had and made available a continuing education structure for multiplier teachers that should reach teachers who worked in the classroom, which did not occur as it should. After the reformulation, the referred program contributed to lead the multiplier teachers to discuss Rural Education, but continued to contribute to the maintenance of rural education, since the struggles and constructions carried out by social movements were included in the theoretical structure of the program, but not were implemented in everyday school practice. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-26T00:02:26Z |
dc.date.available.fl_str_mv |
2022-11-26T00:02:26Z |
dc.date.issued.fl_str_mv |
2022-08-29 |
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 |
SANTANA, Geneluça Cruz. Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe. 2022. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/16833 |
identifier_str_mv |
SANTANA, Geneluça Cruz. Programa Escola Ativa: análise histórica sobre a política pública voltada para as classes multisseriadas nas escolas do campo de Sergipe. 2022. 166 f. Dissertação (Mestrado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
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http://ri.ufs.br/jspui/handle/riufs/16833 |
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Pós-Graduação em Educação |
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Universidade Federal de Sergipe |
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