Políticas educacionais e ruralidades: perspectivas de gestão compartilhada das escolas municipais do/no campo de Uruguaiana-RS

• Ano de defesa: 2018
• Autor(a) principal: Goulart, Bianca Machado
• Orientador(a): Dalla Corte, Marilene Gabriel
• Banca de defesa: Zitkoski, Jaime José, Henz, Celso Ilgo, Lunardi, Elisiane Machado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Educação do campo; Ruralidades; Políticas públicas; Gestão da educação municipal
• Palavras-chave em Inglês: Field education; Ruralities; Public policy; Municipal education management
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/20938

This Professional Master's Dissertation, resulting from a research on the Policies and Management of Basic and Higher Education, of the Graduate Program in Public Policies and Educational Management, presents a study about Field Education. The general objective was to analyze the demands of educational management of the rural areas spaces in the city of Uruguaiana - RS and contribute to the construction of a shared proposal, aimed at the qualification of school management in the countryside. For specific objectives it was defined: to analyze the educational public policies for the rural environment and its influences in the constitution of the diverse ruralities existing in the places where the schools in the field of Uruguaiana - RS are located; to identify the main demands of schools in the municipality of Uruguaiana - RS; to recognize how educational managers understand the influence of public policies aimed at the education of the field in the city of Uruguaiana - RS and its repercussion in the management of schools in several spaces of existing ruralities; a management proposal for the education of the countryside in the city of Uruguaiana, RS, which characterizes the multiple ruralities and the collective priorities of the school communities. The epistemological-political perspective of research was based on the qualitative approach. the development of this participant research, data construction techniques were adopted with the accomplishment of a state of knowledge, documentary analysis and dialogic investigative-formative circles; in data interlocking, we sought to base the processes of comprehension and interpretation by content analysis. The research contexts were the four Polo Schools of the Municipal Network, located in the rural area of Uruguaiana - RS, and the subjects were four school managers, employees, educators and students responsible for the four municipal schools located in the countryside, a manager of the Municipal Secretariat of Education and a member of the Municipal Council of Education. The main challenge of the research was to produce a diagnostic vision of the context of the schools in the Uruguaiana field and to organize a shared management proposal for this context that contemplates the educational demands of the various spaces of ruralities that exist in this municipality. Thus, this study sought to work on the qualification of these educational and learning spaces, valuing the identity constitutions and the singularities of the communities, provoking the shared construction of a management proposal for the rural schools, product of this research, focused on public policies and actions that aim at the qualitative development of educational contexts in different ruralities, contributing to minimize inequalities and [re] means belonging to the field.