Educação do campo e projetos de vida: dialogando com a proposta metodológica do SERTA (Serviço de Tecnologia Alternativa)

• Ano de defesa: 2020
• Autor(a) principal: SILVA, Nicéia Andrade da
• Orientador(a): PERES, Flávia Mendes de Andrade e
• Banca de defesa: DIAS, Adelaide Alves, SANTANA, Moisés de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação Associado em Educação, Culturas e Identidades
• Departamento: UFRPE - FUNDAJ
• País: Brasil
• Palavras-chave em Português: Educação do campo; Prática pedagógica; Desenvolvimento sustentável
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9044

This work aims to analyze SERTA's educational practices (ALTERNATIVE TECHNOLOGY SERVICE), observing how they contribute to the construction of students' Life Projects. Based on a historical-cultural perspective, we seek to understand the dialogical relationships between the activities experienced in the educational space of SERTA and the construction of life projects for its students. SERTA, which for its performance, has been contributing and promoting sustainable development and strengthening the production of family farming in northeastern Brazil, has already developed a recognized performance, making it important to understand the responsibility for the opportunities and choices that the subjects who study in this institution will have throughout their life. We seek to appropriate the social, cultural and historical factors that contribute to the construction of the Students' Life Projects, relating them to the educational proposal guiding the actions in their spaces. It is a mixed research (quantitative and qualitative) carried out in a triangular way, in three moments in the institutional space of SERTA: i) immersive (participant observation and field diary of pedagogical experiences and practices); ii) documentary (analysis of the Political Pedagogical Project (PPP) and the Educational Program to Support Sustainable Development (PEADS); iii) enunciative (online questionnaire with students). The data were analyzed in the light of the Dialogic Discourse Analysis, anchored in Bakhtin. The first two moments (immersive and documentary) favored an understanding of the practices and organizations of the SERTA space, and a look at their characteristic aspects; while the enunciative moment focused on the play of voices present in the students' statements about their own perceptions about what they experience in SERTA and the appropriations for their lives. We focus on a greater understanding of social mediations that relate to the feeling of belonging to the land and the field of possibilities that are presented to students in educational practices such as those experienced in SERTA. The results of this work indicate that the experiences and activities of TE and TC, proposed by the PEADS methodology, favor the sharing of knowledge and make it possible to practice the knowledge acquired during the course. We realized that the objectives and goals set by students during the course contribute to the realization of their life projects by dialoguing with the proposals of the Technical Course in Agroecology. The need for greater contact with nature, to see the land in another way, the need to share knowledge, to better understand Agroecology and Permaculture for the construction of a more sustainable life in the field based on the techniques shared in the course are some dialogical aspects found both in SERTA's methodological proposal and practice and in students' statements.