THE PROCESS OF EDUCATION IN THE FIELD AND TEACHER FORMATION IN BRAZIL

Authors

  • Maurício Fagundes Programa de Pós-Graduação em Educação, Universidade Federal do Paraná, Brasil https://orcid.org/0000-0003-3623-2973
  • Silvana Cassia Hoeller Curso de Agroecologia, Universidade Federal do Paraná, Brasil

DOI:

https://doi.org/10.29121/granthaalayah.v9.i1.2021.2965

Keywords:

Camp Education, Teacher Formation, Social Movements

Abstract

This article aims to discuss the training of teachers for field education, referenced in the historical-political process that began at the end of the Brazilian military dictatorship. With the process of democratization experienced in Brazil since the mid-1980s, with the end of the military dictatorship, we highlight the transition from rural education to education in the field and the respective training of teachers to meet this specific demand. This process was made up of a public policy, the fruit of the mobilization of social movements. The need for teacher training gave rise to the graduation courses in Field Education, which work primarily with subjects who are inserted in the reality of the field, through the pedagogy of alternation and itinerancy. The methodology that contributes to this work is of a qualitative nature, developed through bilbiographical research, with a temporal cut from 1985 to 2018. As a conclusion, it is possible to point out that the degrees in Education in the Field, currently, are a reality as an educational process, which meets the specificities of the subjects in the field, reinforcing their identities and contemplating the specificities in several Brazilian regions, thus moving towards overcoming the existing conservative education and named as rural.

Downloads

Download data is not yet available.

References

Arroyo, Miguel gonzalez; Caldart, Roseli Salete; Molina, Mônica Castagna. For a Field Education. Petrópolis, RJ: Vozes, 2004.

Arroyo, Miguel Gonzalez; Fernandes Bernardo Mançano. Basic education and the social movement in the field. Coleção por uma Educação Básica do Campo, n˚ 02 Brasília, DF: Articulação Nacional Por uma Educação Básica do Campo, 1999.

Brasil, MEC/CNEC/CEB. Operational Guidelines for Basic Education in Field Schools. Resolution nº 1, Brasília, DF, 2002.

Brasil, MEC/CNEC/CEB. Diretrizes Operacionais para a educação Básica nas Escolas do Campo. Resolução nº 1, Brasília, DF, 2002.

Brasill, MEC/CNEC/CEB. Parecer 36/2001. Operational Guidelines for Basic Education in Field Schools. Brasília, DF, 2001.

Buarque, Chico. Roda viva. III Brazilian Music Festival. 1967.

Cunha, Maria Isabel da. Quality of higher education and the tension between democratization and internationalization at the Brazilian university. In: Cunha, Maria Isabel da (Org.). Internacionalização e democratização: uma tensão na qualidade de educação superior? 2. Ed. São Leopoldo: Oikos, 2017.

Cunha, Maria Isabel da; Fagundes, Maurício. Discutindo projetos emancipatórios no contexto da universidade pública no Brasil. Cadernos de Educação. Universidade Federal de Pelotas, Faculdade de Educação, ano 17, n. 30, jan/jul. 2008. pp.25-44.

Folha de S. Paulo. 1 de agosto de 1997. Disponível em: https://www1.folha.uol.com.br/fsp/1997/8/01/brasil/29.html acesso : 10/09/2019.

Freire, Paulo. Pedagogy of autonomy: knowledge needed for educational practice. São Paulo, SP: Paz e Terra, 1997.

INCRA. História do PRONERA. Disponível em: http://www.INCRA.gov.br/PRONERAhistoria. Acesso em: 10 jun. 2017.

LDB. Law of guidelines and bases of national education 9394/96– Brasília: Senado Federal, Coordenação de Edições Técnicas, 2017.

Kolling, Edgar Jorge, Nery-FSC; MOLINA, Mônica Castagna (Org.) For a Basic Education of the Field: memory. Brasília: Editora Universidade de Brasília, 1999. (Coleção por uma Educação Básica do Campo, nº1).

Leite, Sérgio Celani. Rural school: urbanization and educational policies. São Paulo: Cortez, 1999.

MEC/SECADI. Programa Nacional de Educação do Campo PRONACAMPO: guidance document.. Disponível em: http://portal.MEC.gov.br/index.php?option=com_docman&view=download&alias=13214-documento-orientador-do-PRONACAMPO-pdf&Itemid=30192. Acesso em: 10 jun.2018.

Sousa Santos Boaventura. The grammar of time: for a new political culture. 3. Ed. São Paulo: Cortez, 2010.

Universidade Federal do Paraná – UFPR. Pedagogical Political Project of Setor Litoral. Disponível em: www.litoral.ufpr.br. Acesso em: 10 fev.2020.

Downloads

Published

2021-01-22

How to Cite

Fagundes, M., & Hoeller, S. C. (2021). THE PROCESS OF EDUCATION IN THE FIELD AND TEACHER FORMATION IN BRAZIL. International Journal of Research -GRANTHAALAYAH, 9(1), 16–24. https://doi.org/10.29121/granthaalayah.v9.i1.2021.2965