Política pública de educação do campo: um estudo sobre a participação popular em Miradouro Minas Gerais

• Ano de defesa: 2013
• Autor(a) principal: Priebe, Miriam Cristina Schmidt
• Orientador(a): Souza, Dileno Dustan Lucas de
• Banca de defesa: Portes, écio Antônio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Educação, estado e sociedade; formação de professores e práticas educativas
• País: BR
• Palavras-chave em Português: Educação do campo; Política educacional; Educação municipal; Participação popular; Processos educativos
• Palavras-chave em Inglês: Rural education; Educational policy; Municipal education; Popular participation; Educational processes
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://locus.ufv.br/handle/123456789/3434

This research is characterized as a case study of Rural Education public policy in Miradouro city, Minas Gerais state. The main question and the aim of the research proposed to answer whether this policy was built from the demands of the individuals rural and whether the institutionalization can be characterized as a popular experience of Rural Education construction. The research methodology was based on assumptions of historical and dialectical materialism and the qualitative research. The method used was the case study. The techniques used were semistructured interviews and documental analysis. The main research instrument was a interviews guide with thirteen research individuals, selected by purposeful sampling. Among the individuals are: teachers, principals, school supervisors, fathers and mothers of students. The justification for this study was due to scarcity of research on policies of Rural Education in Brazilian cities and my personal identification with the theme. The thesis was organized at three chapters, the first chapter is about the construction progress of Rural Education contextualized with history of education and the Brazilian countryside. The second chapter discusses the trajectory of construction and institutionalization of Rural Education municipal politcy in Miradouro and the individuals participation. From the empirical data I do a reflection about the local situation with the context of the Brazilian educational policies and the need to increase the participation of the people. The third chapter discusses the educational processes produced along the trajectory of construction the Miradouro Rural Education Policy and theoretical reflections around work as an educational principle. In the final considerations I returned issues considered advances in this policy such as the expansion of final grades of Elementary Education in the rural schools and the understanding by the individuals of education as a right. As challenges, I return the following issues: the need to expand popular participation, the emphasis on municipal results in systemic evaluations, the overlap of the Development Plan for Education with the Political Pedagogical Project and the reflexes on local educational politics from the rationalization resources policies developed by the federal government.