Escolarizar o campesinato ou campesinar a escola?: uma experiência escola em alternância no norte do Espírito Santo

• Ano de defesa: 2014
• Autor(a) principal: Camila Zucon Ramos de Siqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Educação para o trabalho; Ecologia agrícola; Camponeses; Educação; Letramento; Movimentos sociais rurais; Educação popular; Educação rural; Trabalhadores rurais Educação; Famílias rurais; Agroindústria; Escolas rurais; Escola família agrícola; Pedagogia da alternância; Trabalho e educação; Educação do campo
• Link de acesso: https://hdl.handle.net/1843/BUOS-B23MP6

The thesis discusses the relationship between study and peasant work in the Family Center in Alternation Training. The school is located territorially in the north of the state of Espírito Santo, territory with strong work presence and peasant movement. A qualitative research that used interviews, talk wheels, documentary analysis and cartographic organization. In the theoretical referential we discuss Rural Education, its phases and historical affiliations, Popular Education as a resistance, and Field Education as the contradictory synthesis of Rural Education with Popular Education; the Peasantry as a social class, the Agribusiness as an agent of capital, and Agroecology as peasant resistance; the Pedagogy of Alternation and the relation work and education appear as constituent elements of the formation of this center of formation. The school, besides the technical training for the work in the field and literacy, presents itself as a territorial center of alternating formation, constituted together with the territoriality of the rural schools that favors the creation and recreation of peasant territoriality in the north of Espirito Santo. We conclude that the tools of alternation enable a family-school relationship, which allows the dynamics of family work to appear in school. We observe a long route for the construction of rural schools, proposals that break with the logic of the land only as a commodity and demonstrate the countryside as a place of life and cultural diversity.