Pedagogia da alternância: estudo exploratório na Escola Rural de Massaroca (ERUM)

• Ano de defesa: 2007
• Autor(a) principal: Palitot, Maria de Fátima de Souza
• Orientador(a): Valadares, Jose Horta
• Banca de defesa: Braga, Geraldo Magela , Amodeo, Nora Beatriz Presno , Muniz, José Norberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Viçosa
• Programa de Pós-Graduação: Mestrado em Extensão Rural
• Departamento: Instituições sociais e desenvolvimento; Cultura, processos sociais e conhecimento
• País: BR
• Palavras-chave em Português: Pedagogia da alternância; Agricultura familiar; Desenvolvimento local
• Palavras-chave em Inglês: Pedagogy; Family agriculture; Local development
• Área do conhecimento CNPq: CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL
• Link de acesso: http://locus.ufv.br/handle/123456789/4082

The object of this study is to analyze an alternative school model for the rural environment that pursues to minimize the problems faced by the young students in Massaroca in their search for the acquisition of basic education. It emphasizes the possibility of identifying the potential and the weak points of the pedagogical project developed by Escola Rural de Massaroca (ERUM), in order to show some ways of improvement and make possible an alternative school model for a specific reality such as the rural environment. To achieve this, the general objective was to observe the pedagogical practices of Escola Rural de Massaroca and the families of its students in relation to the context in which they are inserted, as well as the coherence between the school s pedagogical proposition and the needs and aspirations of the aided population in those rural communities. It specifically proposes to investigate the connection between the work developed by the school, analyzing the pedagogical practices developed in this context, observing if the local knowledge and the families technological needs are valued by the school, and how the school appropriates and intermediates the knowledge and the techniques developed by associate institutions. This study also proposes to investigate the contributions of this teaching-learning process in the configuration of the local development dynamics of Massaroca-BA, analyzing the school s pedagogical practices, inspired in the principles of a pedagogy that alternates school and productive activities as they relate to knowledge and interaction among several local actors.