Educação, campo e contradições: a turma Evandro Lins e Silva (UFG/2012)

• Ano de defesa: 2019
• Autor(a) principal: Borges, Guilherme Martins Teixeira
• Orientador(a): Carneiro, Maria Esperança Fernandes
• Banca de defesa: Siqueira, José do Carmo Alves , Maia, Cláudio Lopes , Afonso, Lucia Helena Rincon , Rodrigues, Divino de Jesus da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidade::Curso de Pedagogia
• País: Brasil
• Palavras-chave em Português: Políticas Públicas; Educação; Educação do Campo; PRONERA; Turma Evandro Lins e Silva; Reforma Agrária
• Palavras-chave em Inglês: Public policy; Education; Rural education; PRONERA; Evandro Lins e Silva class; Land reform
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/4402

This doctoral thesis is linked to the Stricto Sensu Graduate Program in Education of the Pontifical Catholic University of Goiás (PUC / GO), in the area of concentration in the research line “State, Politics and Educational Institutions”. The research theme is centered on the Educational Public Policies, with thematic delimitation in the studies about the implementation and effectiveness of the public policies directed to the Rural Education. For such, it contemplates as object of research the Special Class of Law / 2012 (Class Evandro Lins e Silva) of the Federal University of Goiás for beneficiaries of the agrarian reform and family farmers. The central problematic of the thesis analyzes the historical trajectory of the Evandro Lins e Silva Class and what it represented in the context of contradictions between Brazilian elites and rural workers in their struggle for the right of access to education. To understand this problem, they were elected as research categories: Capitalism, Exploitation, Private Property, Agrarian Reform, Labor and Education. As for the methodological process, the theoretical categories of scientific analysis contemplated by the dialectical materialist-historical referential were used, given the social and political configuration of the object of study of the thesis, characterized by the movement of ideas and the various interest groups that make up the context of the study. Brazilian field and access to higher education and its intertwining with educational and agrarian public policies. The work is built through a survey of bibliographical theoretical research and qualitative narrative. For this research course, the authors used as structural frameworks such as José de Souza Martins (2010), Aton Fon; José do Carmo Alves Siqueira and Juvelino Strozake (2012), Guilherme Costa Delgado (2012), Marilena Chauí (2016), Roseli Salete Caldart; Paulo Ricardo Cerioli and Edgar Jorge Koling (2002), Pierre Bourdieu (1989), Karl Marx (1980), Paulo Freire (2008) and others. The thesis is organized into four chapters, the first explaining the correlation between agrarian and educational public policies. The second is dedicated to the study of Rural Education as a pedagogical model. The third analyzes the resistance process faced by the Evandro Lins e Silva Class, both by its students, teachers and other institutions involved in the face of various attempts to retaliate and end the functioning. Finally, the last chapter presents the discussion of the results through the analysis of the data collected in the experience reports of 15 (fifteen) graduates of the class. At the end, the analytical presentation of the objective of this research was presented: that the Evandro Lins e Silva Class, based on a model of rural education and the achievements of rural social movements, such as the National Program for Education in Agrarian Reform , represents, in a context of capital contradictions, a victory of rural workers for their right of access to Education against the country's elites