O curso de licenciatura em pedagogia do PRONERA/UFPB e a constituição da consciência crítica, emancipatória e da autonomia das estudantes

• Ano de defesa: 2019
• Autor(a) principal: Irineu, Tatiana Lilia Do Carmo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação do campo; Pronera; Mulheres; Consciência crítica; Emancipação e autonomia; Rural education; Pronerate; Women; Critical awareness; Emancipation and autonomy; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19803

The Rural Education emerges from the peasant social movements that demand from the public power education policies for the rural subjects. From this perspective, to think of Rural Education is to reflect on the reality of people who live mainly in the settlements, through a significant formative process capable of developing their critical awareness and their political performance in the rural social movements. From this context, this qualitative research was developed with women from the field, students of PRONERA, with the objective of investigating the Degree in Pedagogy of the Federal University of Paraíba and the constitution of critical, emancipatory awareness and student autonomy. . For data collection, we used the instrument of narrative interviews, in order to trace the profile of students, their routine at the university, as well as obtain information related to their life stories and the training process constituted by the Pedagogy Course. Thus, to study this phenomenon, the historical dialectical materialism was delimited as a method of analysis, which helped to understand the social relations and the importance of higher education of these students. The results obtained from the analysis showed that PRONERA / PB students expanded their world references, as new values were added to their place of belonging and their critical conscience. With the change of conceptions, the students started to build a new life story, leaving the place of social “invisibility”, recognizing themselves as important subjects for the social context in general, and, in particular, for the reality of the settlements, where they can act as transforming agents of their family and local reality. We conclude that PRONERA has been providing them with appreciation of self-esteem, more confidence and self-knowledge to face daily difficulties, as well as opportunities and learning that will help them to position themselves as emancipated women and protagonists of their own stories.