Especificidades da educa??o e da escola do campo: documentos oficiais e produ??o bibliogr?fica em an?lise (1996-2016)

• Ano de defesa: 2017
• Autor(a) principal: Mendes, Marciane Maria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Paran?; Brasil; UFPR
• Palavras-chave em Português: Educa??o agr?cola; Escola rural; Movimentos sociais; Paran?
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3896

Doctoral Thesis on specific characteristics of Country Education and Country Schools. It aims at contributing to the understanding of meanings of Country Education and country schools particularities which permeate the school culture as a result of various social subjects? productions. It is theoretically supported by Bourdieu?s notes on sociological research to define the methodological principles that guided the problem argumentation development and established the means of analysing the documental corpus. It is based on reconstructing the trajectory of education to country peasants in Brazil, in particular with a focus on the statements which have been used to legitimate its peculiarities, as a way to make the epistemological criticism to the knowledge about the issue and pursue the required management of conceptions that were pre-designed by the researcher. We investigate documents from the social movements of fights for Country Education to stipulate the production conditions in the last decades (1996-2016) from which the conception of Country Education was built, especially letters and manifestoes, in order to catalogue the privileged elements in defence of its specificity. We present a mapping of such elements as justification to the presence of Country Education and its schools in federal and state (Paran?) legislation, which was taken as a model. We emphasise issues related to the argumentation on the particularity of Country Education and its schools that have been used as objects to elaborations in academic texts, notably in books and articles produced by researchers linked to the theme of Country Education. We analyse the content of selected material from the categories established in the dialogue between theoretical and empirical material. The categories articulate elements that are part of distinctive kinds of statements found in the documental corpus, taken by the authors to legitimate the necessity of a specific education and schooling to country peasants. Those elements are associated with wide social procedures and other procedures that form the school experience, and they were defined as: 1) Elements linked to economic relations; 2) Elements related to sociocultural or identity characteristics; 3) Elements related to the school experience organization; 4) Didactic and methodological elements from the school experience. It was possible to explain, from the documental corpus which was investigated, that the elements constituted statements used by different institutions of the Brazilian society to propose and sustain a public school of distinctive quality to country peasants. Comprehend the historical conditions in which those statements were elaborated and organizing them in scientific knowledge categories was the contribution of this research. In conclusion, with the support of the whole documental corpus that was analysed, we sustain the thesis in which the statements that justified the particularity of Country Education and its schools have suffered expressive changes in the last decades, by the force of production contexts, mainly as a result from articulation strategies of social movements with scientific knowledge production areas, particularly with universities, that provided a displacement of statements, which were aimed at the school experience in its multiple dimensions, still without leaving behind the justifications supported by economic, social and identity elements.