Dissertations / Theses on the topic 'Field education pedagogy'

The subject of this project is an analysis of the perception of postgraduate students of "Outdoor Environmental Education and Outdoor Life Master Program" regarding the concept of "Outdoor Education". The perceptions are introduced and elaborated through interviews with nine Master students from September 2013 till June 2014. One by one, the qualitative data is phenomenologically analyzed and interpretation of the findings are demonstrated to the reader. At the end of this study, five different themes, which have been obtained during this study, are presented. These themes are: the benefits of outdoor education; the practicality of outdoor education, the effects of outdoor education and issues within outdoor education. I argue how perspectives of international students vary depending on their culture.

The aim of this study is to investigate in what ways a gender perspective is present in Gambian public schools. In particular we are interested in if, and if so how, teachers in the Gambian school express gender awareness. To collect data, ten semi-structured interviews and ten observations are conducted with teachers from two rural regions in the Gambia. The collected data is analysed using Hirdmans gender system theory with the main focus on four central concepts from the theory, where this study’s analysis has its foundation. Studies of previous research show that boys get more attention than girls in the classroom and that a separation between the sexes occur in different ways. The results in this study show that the teachers are aware of the term gender equality based on the interviews, thus, some utterances show that different expectations and norms occur in the Gambian society depending on the sex. The boys receive most attention from the teachers in practise, regardless if it is positive or negative.

This qualitative study has examined the Zapatista educational projects in Chiapas, drawing on two months of fieldwork conducted in the Caracoles of La Realidad, Oventic and Morelia. The aim of the study has been to develop a critical reflection upon how the Zapatistas through their educational projects have addressed past issues of educational malpractice. Employing methods of participant observations and informal narrative interviews it has been possible to get the empirical material that have explained the understandings in the communities that today informs the practices of Zapatista education. Through the application of critical pedagogy it has been possible to interpret and explore how the projects have based in 1) a view of knowledge as a de-commodified social construct. 2) The need of teachers, or promoters, to be developed in democratic manners and 3) the reemphasis on successful bilingual education to support a process of conscientization. Hence fundamentally contrasting against the historical implementations of education interpreted in a banking manner. As these premises constitutes a problem-posing education the concepts have been interpreted to amount to a peace education resulting in the development of values and attitudes that articulates an utopia of a world with room for many worlds, guiding aspirations of peace.

The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freire’s conception of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work. Findings suggest that academic librarians who teach CIL do not learn about it in their MLS programs. They tend to use three major critical teaching methods, including student-centered approaches, discussion and dialogue, and problem-posing methods. Participants tended to struggle more with using critical methods than with incorporating critical content. Slightly more than half regularly used critical methods in their teaching, but all participants incorporated critical content, including critical source evaluation and subject headings and language used in information production and dissemination. The findings also suggest that CIL specialists are likely to believe that CIL is best taught within the broader context of academic disciplines and that strong relationships with faculty are crucial for successfully implementing information literacy programs of any kind, including CIL programs. Most participants felt supported by their library administrators and at least minimally by college or university administrators, even though they thought administrators did not have a clear idea of what they do in the classroom. The professional identity and culture of librarians and librarianship played a large role in whether and how librarians were drawn to CIL and in their ability to practice it. The results of this study will allow librarians and educators to make more informed decisions about how to design, teach, and implement programs and will benefit library science scholars and policy makers in terms of knowing how it is being taught and supported at the institutional level.

This exploratory study identified the types of experiential field-based learning (FBL) courses included in the top 20 U.S. two-year MBA programs identified by the 2015 U.S. News & World Report ranking. The foci of FBL courses are consulting projects in which students work outside the classroom to develop recommendations for solving a real business problem posed by a company or organization. This research analyzed the organizational structure of these courses and in particular, how business librarians, faculty, career services professionals, and other expert advisors supported the student teams in these courses. The research utilized a mixed methods approach, which began with an online survey of business librarians from the 20 programs, and continued with interviews, website analysis, and the development and analysis of six in-depth case studies. Theoretical support for this research drew from the field of sociology, with a dual focus on role theory and the concept of “jurisdictional claim” posed by Abbott’s 1988 theory of professions.

This research informs new ways to conceptualize the design of FBL courses and the structure of embedded librarianship support with social network models that represent the engagement levels of various roles. Beyond the opportunity to work on real business projects, some additional benefits to students of FBL identified were practicing teamwork and learning from the field of consulting to apply to this work. The diverse roles that provided team support also helped the students learn how to make effective use of knowledge experts. Constraints to this pedagogy included working within an academic timeframe and having access to enough individuals with the right expertise to provide the customized attention required. Other factors included contending with project sponsors that changed their project focus, adapting roles and infrastructure to support FBL, and adequately communicating learning outcomes to all stakeholders.

Health differs among people and education about health is of value to maintain and develop health. In a developing country as Fiji may the definition of health be of different holistic character, compared to industrial countries. It is important to clarify that no view of health is more right or wrong, but has been adapted to the existing conditions and culture within the arena. Knowledge about how to teach about health in a developing country is needed, where health is not as prioritized as other factors, for example to have an income. The aim of this study is to identify health as a concept and identify what strategies that are being used by the teachers to implement health education in Fiji. The research questions were used as contribution to the study’s aim to help the researchers understand how the participants of the study define health as a concept and investigate how pedagogical strategies are being used and what challenges they experience with their teaching. The study has an ethnographic approach with interviews and observations, which are methods used in a qualitative research. The results show there is lots of knowledge about certain themes within health among the teachers, but limited knowledge about health from a holistic perspective. The main conclusion regarding the study’s aim is that there are limited knowledge on how to conduct health education at the two participating schools in Fiji. The definition of health among the interviewed teachers were equivalent and with limited understanding of the concept.

É notória a visibilidade que as formas de educar chamadas não escolares vêm ganhando nas últimas décadas. A produção acadêmica acompanha esse movimento, Gohn (2010), Garcia (2009) e Park e Fernandes (2007) afirmam que se está consolidando um campo de conhecimento da educação não escolar no Brasil, entretanto, ao analisar a produção disponível, constata-se a quase inexistência de trabalhos que se dediquem ao tema a partir de um recorte histórico e de conjunto. Recentemente, alguns esforços estão sendo feitos nesse sentido, como por exemplo, as teses de Garcia (2009) e Machado (2014), em especial, para as educação não formal e social, respectivamente. Este trabalho insere-se nesta preocupação. O foco é o universo da educação não escolar, que inclui o universo de práticas das educações não formal, extraescolar, educação não escolar, educação social e informal. Embora haja diferenciações, o propósito é reunir o universo dessas práticas que não fazem parte da educação escolar. O que se propõe aqui é investigar esse campo (Bourdieu), buscando indícios que ele já está constituído ou se constituindo e, assim, delinear os seus contornos, identificar atores, linhas de pesquisas se constituindo, as disputas e as lutas por reconhecimento e autonomia e, por fim, contribuir na construção da história da educação não escolar no Brasil. Analisou-se a produção discente disponível no Banco de Teses da CAPES, que permitiu enxergar as configurações desse campo, delinear os âmbitos dos diferentes tipos de educação presentes na realidade socioeducacional brasileira. Foram feitas entrevistas e análise das produções de alguns pesquisadores brasileiros para verificar seus esforços, estratégias e trunfos de cada um deles para consolidarem suas posições neste campo e mostrar como tematizaram determinadas questões. Com todo esse material, foi possível afirmar que há um campo se constituindo no Brasil, porque há espaços constituídos por diferentes pessoas, que travam lutas a partir de regras específicas, há uma produção significativa sobre a temática disponível e porque há um esforço de promover uma autonomia relativa frente ao campo da educação etc.
It is easy to see that the types of education called \"non-school\" have been gaining recognition in recent decades. Academic research supports accompanies this movement. Gohn (2010), Garcia (2009) and Park and Fernandes (2007) claim that there is a \"field of knowledge\" of non-formal education growing in Brazil. However, when you analyze the available research, there are few articles that deal with this topic from a historical perspective. Recently, some efforts has been made to study this historical perspective, including the work of Garcia (2009) and Machado (2014), in particular for nonformal and social education, respectively. This paper is concerned with the universe of non-school education, which includes the universe of non-formal education, extraescolar education, not school education, social education and informal education. Although there are differences in these terms, in this paper, I refere to them as non-school education because they are types of education that take place outside of school. What I propose is to investigate this field (Bourdieu) and for that, we seek evidence that it has already been done or reserched. It is proposed here, outlining its contours, identifying its actors, disputes and struggles for recognition, and also contributing to the construction of the history of nonschool education in Brazil. For this paper, I analyzed the production of dissertations and theses available in the \"Banco de Teses da CAPES\", which shows the environment for this field, outlining the scope of different types of education present in Brazilian social and educational reality. Interviews were conducted with some Brazilian researchers to verify their efforts, strategies and strengths to consolidate their position in this field and show how the research directly emphasizes certain issues, accompanied by the reading of it. With all this material, it is possible to say that there is a field of non-school education being created in Brazil, because there are spaces made for different people, there is significant literature available on the topic and there is an effort to promote a relative autonomy outside the field of education.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
Esta tese apresenta uma pesquisa qualitativa sobre os processos educativos gerados na busca pela convivÃncia com o semiÃrido brasileiro- SAB. A proposta de convivÃncia com o SAB aponta o fracasso da lÃgica de combate à seca, como meio de fixar e integrar o SAB no contexto da NaÃÃo. Nela, o processo de rejeiÃÃo ao ecossistema presente na lÃgica do combate à seca, vem a ser substituÃdo por uma postura crÃtica de compreensÃo, com base numa relaÃÃo de respeito Ãs coisas, pelo que elas sÃo, pelo que possuem de intrÃnseco e que tenta e quer aprender e apreender a sua lÃgica interna. Portanto, parte-se do pressuposto de que Ã, alÃm de possÃvel, conveniente e pertinente conviver com a seca e com o SAB, atravÃs de vivÃncias e de prÃticas solidÃrias de educaÃÃo. E, embora haja o reconhecimento de que a proposta de convivÃncia nÃo esteja pronta, existe uma ideia do conjunto dos elementos que a compÃem e do sentido que compreende a proposta, cujo elemento fundante reside na unidade entre humanidade e natureza, explicitando a centralidade da relaÃÃo com a natureza como elemento organizador da vida social e de todo a sociabilidade no SAB. A educaÃÃo à considerada o elemento central e estruturante da proposta de convivÃncia com o SAB, em funÃÃo do seu alcance e poder de difusÃo ideolÃgico e cultural, que permite trabalhar a mudanÃa de leitura de mundo, de valores e de ideias de representaÃÃo social da natureza dominante. Paulo Freire nos lembra que se a educaÃÃo nÃo pode tudo, porÃm sem ela nÃo dà para pensar uma nova sociedade justa e equÃnime. E, se a escola ainda reproduz uma visÃo do SAB, apresentando-o como lugar inviÃvel, com precÃrias condiÃÃes de vida, ressaltando os preconceitos e os estereÃtipos em torno dele e de quem nele vive, ela Ã, tambÃm, um espaÃo privilegiado e lÃcus de construÃÃo do conhecimento. Pelo alcance que possui, pode propiciar uma reflexÃo no e sobre o universo escolar, que viabilize um novo diÃlogo sobre a relaÃÃo humanidade-natureza, tecendo, junto, o fio do novo paradigma para aprender, reaprender a viver e conviver no SAB. A pesquisa objetivou compreender como o projeto polÃtico pedagÃgico da Escola FamÃlia AgrÃcola Dom Fragoso, localizada no municÃpio de IndependÃncia, relaciona e incorpora os princÃpios e os fundamentos da proposta de convivÃncia com o semiÃrido da ArticulaÃÃo no SemiÃrido Brasileiro â ASA, na contextualizaÃÃo dos seus processos e prÃticas educativas. A experiÃncia educativa da Escola vem promovendo a ampliaÃÃo do espaÃo pÃblico para o debate polÃtico sobre a convivÃncia com o semiÃrido e a contextualizaÃÃo da educaÃÃo dentro dos princÃpios da pedagogia da convivÃncia com o SAB. A anÃlise dos resultados nos revela que os/as estudantes da EFA Dom Fragoso levam os saberes sobre a convivÃncia como uma dÃdiva a ser transportada, que, ao migrar, se espalha, vai para as escolas pÃblicas do campo, da cidade, vai para as comunidades, invade os sindicatos rurais, ocupa novos espaÃos e participa como um dos protagonistas da grande rede de relaÃÃes e de sociabilidade presentes, atualmente, no SAB. O semiÃrido pode ser interpretado como o lugar de todos nÃs, humanos e nÃo humanos, que habitamos o planeta Terra. A sua singularidade pode ser lida como uma metÃfora para se pensar um mundo novo, uma terra prometida e uma humanidade nova cujo trabalho da educaÃÃo e da pedagogia da convivÃncia nos leva a crer num futuro para esse forte, adorÃvel e velho planeta, desde que se consagre a celebraÃÃo do Contrato Natural.
This thesis presents a qualitative research about the educational processes generated on the search for coexistence with Brazilian semiarid â SAB. The proposal of coexisting with SAB points out the failure of the fighting dry climate logic as a way of fixating and integrating SAB in the context of the nation. In it, the process of rejection to the present ecosystem on the fighting dry climate logic gets replaced by a critical stand of comprehension, based on a relation of respect for things for what they are, for what they have of intrinsic that attempts to capture its internal logic. Therefore, it is assumed that it is possible, convenient and pertinent to live with dry climate and SAB, through experiences and solidarity practices of education. And, even thought it is recognized that the proposal of coexistence is not ready, there is an idea of the set of elements that compose it and of the meaning that conceive the proposal, which founding element lies on unity between mankind and nature, showing the centrality of the relation with nature as element that organizes social life and all sociability at SAB. Education is considerer the main and structuring element of the proposal of coexisting with SAB, because of its reach and power of ideological and cultural diffusion, which allows working the change of reading of the world, of values and of ideas of social representation of the dominant nature. Paulo Freire reminds us that education canât do everything, however, without it, a new fair and unanimous society cannot be conceived. And if school stills reproduces a vision of SAB, presenting it as an unviable place with precarious live conditions, highlighting the prejudice and stereotypes around it and those who live in it, it also is a privileged place and locus of construction of knowledge. By the reach that it possesses, it could propitiate a reflection at and about the scholar universe, which makes possible a new dialogue about the relation mankind-nature, weaving along the thread of the new paradigm to learn, relearn to live and coexist at SAB. The research objectified to understand how the political pedagogical project of FamÃlia AgrÃcola Dom Fragoso School, located on the city of IndependÃncia, related and incorporates the principles and fundaments of the proposal of coexisting with semiarid from the Articulation at Brazilian Semiarid â ASA, in the contextualization of its processes and educational practices. The educational experience of the school have been promoting the enlargement of the public space for political debate about the coexistence with semiarid and the contextualization of education according to the principles of pedagogy of the coexistence with SAB. The analysis of the results shows us that the students of EFA Dom Fragoso carry the knowledge about the coexistence as a gift to be carried that, as it migrates, it spreads to the public schools of the country, of the city, goes to communities, invades rural syndicates, occupies new spaces and participates as a main character of the large net of relations and of sociability that are present currently on SAB. The semiarid may be interpreted as the place for us all, human and nonhuman, that inhabit planet Earth. Its uniqueness may be read as a metaphor to think a new world, a promised land and a new mankind, whose work of education and of pedagogy of the coexistence leads us to believing in a future for this strong, lovely and old planet, as long as it is sanctified the celebration of the Natural Contract.

Orientador: Maurício Compiani
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências
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Resumo: A pesquisa em educação científica tem percorrido diferentes tendências. Entre elas, os trabalhos sobre processos educativos com enfoque em Ciência, Tecnologia e Sociedade (CTS) tem ganhado protagonismo no contexto brasileiro e os pesquisadores convergem ao respeito do potencial que esse enfoque tem na educação para a cidadania. No entanto, são incipientes as análises com foco na educação para a participação, havendo apenas algumas pesquisas sobre a estratégia didática dos Casos Simulados CTS, que são jogos de papéis organizados em torno de conflitos e controvérsias científicas. A pesquisa foi realizada sobre um processo de pesquisa-ação na Escola Estadual Ana Rita Godinho Pousa (Campinas-SP) no âmbito do projeto de pesquisa colaborativa escola-universidade "Ribeirão Anhumas na Escola". As análises foram realizadas a partir de diversas fontes de dados: entrevistas, depoimentos, mapas e produções textuais de estudantes, trabalhos acadêmicos, teses e dissertações de pesquisadores e professores envolvidos no projeto. Nesta pesquisa buscou-se analisar mais concretamente os processos de participação ocorridos durante o projeto, tendo como referência a pedagogia crítica do lugar/ambiente no ensino de Geociências. A educação para a participação foi abordada em três âmbitos do projeto: a) A implementação da estratégia didática dos Casos Simulados com problemas reais locais; b) A formação de um grupo de alunos como Monitores Ambientais que deviam potencializar as relações escola-comunidade; c) A participação de professores, estudantes e pesquisadores na coprodução de conhecimentos docentes e conhecimentos sobre o lugar/ambiente da escola. Estas dimensões articularam-se com o objetivo de recuperar uma "praça" atravessada pelo Ribeirão Anhumas que foi adotada pela escola. A área adotada e o rio sofriam degradação social e ambiental. Partiu-se da premissa de que mudanças sobre a percepção do espaço e sua ressignificação poderiam orientar as análises da dimensão educativa e da dimensão participativa do processo. Para tal, foram utilizadas categorias freirianas, analisadas as práticas pedagógicas e as produções dos estudantes buscando a ressignificação do rio e da praça. Identificou-se o potencial dos trabalhos de campo, práticas pedagógicas do ensino de Geociências, no processo de problematização crítica do lugar e como complemento aos Casos Simulados organizados em torno de problemas reais, locais, atuais e históricos. Também foram utilizados referenciais teóricos em diversos campos de estudo para uma compreensão mais profunda dos processos de educação para a participação em C&T e sobre questões ambientais: na educação CTS, no Ensino de Geociências e Ensino de Ciências, nos Estudos Sociais em Ciência e Tecnologia e na área de Política que trata sobre democracia participativa
Abstract: Research in science education has gone through differents directions, among them work on educational processes with a emphasis on Science, Technology and Society (STS) has gained prominence in the Brazil and researchers concur that this approach has potential in citizenship education. However, analyses focusing on education for participation are scarce, with only some research on the teaching strategy Casos simulados CTS, which are role-playing games organized around conflicts and scientific controversies. The survey was conducted on a process of action research in the state school Ana Rita Godinho Pousa (Campinas-SP) within the collaborative research project school-university Ribeirão Anhumas na Escola. Analyses were performed from multiple data sources: interviews, statements, maps and written samples of students, academic papers, theses and dissertations of researchers and teachers involved in the project. In this research we analyze more specifically the participation processes happened during the project, with reference to the critical pedagogy of place/environment in Geoscience Education. Education for participation was addressed in three design dimensions: a) the implementation of the teaching strategy of Simulated Cases with local real problems; b) The formation of a group of students as Environmental Educators which should enhance the school-community relations; c) The participation of teachers, students and researchers in the coproduction of knowledge and teaching about the place/school environment. These dimensions are articulated in the purpose of the recovery of a "square" crossed by the Ribeirão Anhumas that had been adopted by the school. The area adopted and the river suffered social and environmental degradation. We started from the premise that changes on the perception of space and its redefinition could guide the analysis of the educational dimension and participatory dimension of the process. To do this, we used freirian categories and analyzed the pedagogical practices and the productions of students seeking to reframe the river and the square. We identified the potential of Fieldwork, pedagogical practices of Geoscience Education, the critical questioning process of the place and in adition to role playing games organized around real problems and current and historical sites. We also sought theoretical references in various academics fields for a better understanding of educational processes for participation in S&T and environmental issues: the STS education in Geosciences Education and Science Education in Social Studies in Science and Technology and Policy area that deals with participatory democracy
Doutorado
Ensino e Historia de Ciencias da Terra
Doutora em Ciências

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The assumptions that underlie this study are: that through ecoexperiences felt by the participants, from the everyday life, it is promoted the learning by stimulating the decision making and the responsibility, under an emancipatory perspective; that love is the emotion that constitutes the domain of actions and the emotions which define our relationship with the world and determine how we live our lives. The object of study is the Ecoexperiential Pedagogy while self-ecoteaching instrument. From this concept we defend the following thesis: "through Ecoexperiential Pedagogy, based on affective bases, it is possible to materialize an Emancipatory Environmental Education". The research had the aim to establish the epistemological and praxeological bases of the Ecoexperience Pedagogy, united with thirteen subjects, eight who was living in rural areas and five who was living in urban areas, all of them were students at Human, Social and Agrarian Sciences of UFPB, located at Bananeiras-PB, where they attended the Pedagogy, Agroecology Bachelor, Agricultural Poust High Scholl Degree and Agricultural Technical Course. The field study was developed during October 2011 and extended up to May 2013. As theoretical sources we anchored in Gutierrez & Prado’s Ecopedagogy (2008), in the Maturana’s teachings and his Biology of Love theory (2001, 2008, 2009, 2010, 2011) and in the emancipatory conception of Freire (2011a, 2011b, 2012a, 2012b, 2013 e 2014). As this work is a social sphere research, the methodological route it was identified with the descriptive and the interpretive concept, having as support the Merleau-Ponty’s anthropological phenomenology or embodiment conception. For the obtainment data, we applied the semi-opened questionnaire in the initial and final diagnosis, the Sand Play was executed in three different moments (at the beginning, during the study and at the end). We applied nine ecoexperiences with pedagogical intervention; we developed the participative observation of the periphery type, and the field diary and photographs and audio recorder too. To the obtained dates treatment we resorted to Tamaio (2002), Sauvé (2005) and Bardin (2011), using the content analysis methodology. In view of the analyzed elements, it is formulated the synthesis: i) the Ecoexperiential Pedagogy promoted a conceptual improvement of the subjects with the emergence of one integrative and systemic vision about the elements water (an endogenous component) and earth (an exogenous element), directly involved with the making and the living in the countryside, reflecting in the change of their habits and attitudes in respect to the environment where they live; ii) the Ecoexperiential Pedagogy possibilited the identification of the “the countryside kids” with a rugged and rustic profile face of the adversities, reaffirming the idea of the live in the countryside viability through the sustainability, having as background the education, the knowledge, the academic knowledge and the knowledge of the earth, signaling to the conception of libertarian education; iii) the Ecoexperiential Pedagogy, by means of its loving spaces, stimulated the subjects to flow in front of ecoexperiences proposals, in a self-reflective and self-ecoformative process, bringing to the research an historical moment that they live, the emerging voice of struggle on earth, to the preservation its culture and source of sustenance and life. All these findings are significant to validate our proposal Ecoexperiential Pedagogy as a teaching strategy for Emancipatory Environmental Education.
São pressupostos que fundamentaram este estudo: que por meio de ecovivências sentidas pelos participantes, a partir da vida cotidiana, promove-se a aprendizagem estimulando a tomada de decisão e de responsabilidade, numa perspectiva emancipatória; que o amor é a emoção que constitui o domínio das ações e as emoções é que definem nossa relação com o mundo e determinam a forma como vivemos nossa vida. O objeto de estudo é a Pedagogia Ecovivencial enquanto recurso auto-ecoformador. A partir dele defendemos a seguinte tese: “Por meio da Pedagogia Ecovivencial, fundamentada em bases afetivas, é possível materializar uma Educação Ambiental Emancipatória”. A pesquisa teve como objetivo estabelecer as bases epistemológicas e praxiólogicas da Pedagogia Ecovivencial, junto a 13 sujeitos, sendo oito moradores da área rural e cinco moradores da área urbana, todos estudantes dos cursos de Pedagogia, Bacharelado em Agroecologia, Pós-Médio em Agropecuária e Ensino Médio/Técnico em Agropecuária do Centro de Ciências Humanas, Sociais e Agrárias Universidade Federal da Paraíba, em Bananeiras-PB, durante o mês de outubro de 2011, estendendo-se até maio de 2013. Como fontes teóricas nos ancoramos na Ecopedagogia de Gutiérrez e Prado, nos ensinamentos de Maturana e sua Biologia do Amor e na concepção emancipatória de Freire. Sendo uma pesquisa de âmbito social, o percurso metodológico se identificou com a concepção descritiva e interpretativa, tendo como sustentação a Fenomenologia antropológica ou da corporificação de Merleau-Ponty. Para a criação de dados aplicamos o questionário semi-aberto na diagnose inicial e na diagnose final; realizamos o Jogo de Areia em três momentos distintos (início, durante e final); aplicamos 09 ecovivências como intervenção pedagógica; desenvolvemos a observação participante do tipo periférica, o diário de campo e fotografias e gravações em áudio. Para análise dos dados, recorremos a Tamaio (2002), Sauvé (2005) e Bardin (2011), com a análise de conteúdo. À vista dos elementos analisados, formula-se a síntese: i – a Pedagogia Ecovivencial promoveu um crescimento conceitual dos sujeitos com a emergência da uma visão integradora e sistêmica sobre os elementos água (um componente endógeno) e terra (um elemento exógeno), diretamente implicado no fazer e no viver do campo, refletindo na mudança de hábitos e atitudes com relação ao meio em que vivem; ii – a Pedagogia Ecovivencial possibilitou a identificação dos ‘meninos do campo’ com um perfil resistente frente às adversidades, reafirmando a ideia da viabilidade da vida no campo por meio da sustentabilidade, tendo como pano de fundo a educação, os saberes acadêmicos e os saberes da terra, sinalizando para a concepção da educação libertária; iii – a Pedagogia Ecovivencial por meio de seus espaços amorosos, estimulou a fluição dos sujeitos diante das ecovivências propostas, num processo auto-reflexivo e auto-ecoformativo, trazendo para a pesquisa o momento histórico que vivem, a voz emergente de luta na terra, pela preservação da sua cultura e fonte de sustento e de vida. Todos esses achados são significativos para convalidar nossa proposta da Pedagogia Ecovivencial como estratégia pedagógica para uma Educação Ambiental Emancipatória.

The project of this thesis is to illuminate the teacher perspective on study visits by examining how six religion teachers relate to the study visit method in high school religious education. The research object of the thesis is to investigate whether teachers believe there are viable didactic possibilities and challenges associated with the study visit concept in education, and to define them if present. The results show that the main didactic advantage, as perceived by the teachers participating in this study, lies in the meeting the study visit enables. A meeting may lead to increased insight and understanding of other people’s way of thinking, conceiving and believing. It may result in improved understanding of religiosity in general and religious identity in particular. The teachers also acknowledged that impressions and activities of a study visit may be remembered longer, as such learning methods incorporate our senses more integrally, allowing us to remember them better. The study visit is an experience the students may find useful long after graduation. One didactic challenge teachers identified is that of time and commitment investment for the individual teacher. All participants agreed that a clearly defined aim is imperative to a successful study visit, emphasizing the importance of conducting preparatory work before and after the event. The teachers also identified a didactic challenge regarding representativity. One side of the problem regarded the selection, what religions would be included in the study visits program? It was also a matter of deciding who would be representing an entire religion. The didactic challenge presented by representativity has been prioritized and is linked to theories on sociocultural perspectives on learning and intercultural pedagogy. Viewing teaching methods in a sociocultural perspective, one can conclude that students are absorbing knowledge by making study visits. The difficulty for the teacher lies in identifying what they are learning. Adopting intercultural pedagogy could circumvent this. Students are then equipped with an intercultural awareness. They will have the tools to interpret this meeting in a meaningful way, recognizing the qualities and benefits of a multicultural society.
Syftet med denna uppsats är att belysa ett lärarperspektiv på studiebesök genom att undersöka hur sex religionslärare förhåller sig till metoden studiebesök i religionskunskap på gymnasiet. Uppsatsens forskningsfrågor är huruvida lärarna anser att det finns några religionsdidaktiska möjligheter och utmaningar med att använda sig av studiebesök och i sådana fall vilka. Resultatet visar att de didaktiska möjligheterna lärarna ser är framför allt mötet som ett studiebesök kan generera. Mötet kan ge eleverna insikter och förståelse för andra människors sätt att tänka, tycka och tro samt ge förståelse för människors religiösa identitet och religiositet överlag. Lärarna ser också en möjlighet i att ett studiebesök kan leva kvar längre eftersom de aktiverar fler sinnen och på så sätt enklare fastnar i minnet. Studiebesöket blir då en erfarenhet som eleverna kommer att bära med sig ut i samhället efter examen. En didaktisk utmaning som lärarna beskriver är att det krävs både tid och engagemang för läraren. För att ett studiebesök ska bli lyckat anser alla att det är viktigt att ha ett tydligt syfte med studiebesöket och betonar vikten av både för- och efterarbete. Lärarna såg också en didaktisk utmaning vad gällde representativitet. Problemet handlade dels om urval, alltså vilka religioner och livsåskådningar som skulle få utrymme i studiebesök och vilka som uteblev. Det handlade också om vem som skulle få representera en hel religion. Den didaktiska utmaningen som representativitet innebär har i uppsatsen fått ett särskilt utrymme och kopplats till teorin om sociokulturellt perspektiv på lärande och interkulturell pedagogik. Genom ett sociokulturellt perspektiv på lärande kan man konstatera att eleverna lär sig något genom ett studiebesök, svårigheterna för lärarna är att veta vad eleverna lär sig. Att använda interkulturell pedagogik skulle kunna vara ett sätt att hantera denna problematik. Eleverna utrustas då med en interkulturell medvetenhet och får på så sätt redskap för att kunna tolka detta möte på ett mer meningsfullt sätt och därmed se kvalitéerna i ett mångkulturellt samhälle.

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O presente trabalho se insere nas investigações acerca da formação de professores e das problemáticas na área da educação do campo. Traz o acompanhamento científico à experiência de implantação e construção do currículo da “Licenciatura em Educação do Campo” na Universidade Federal da Bahia (UFBA). Uma pesquisa fundamentada no materialismo histórico-dialético e que toma como referência a pedagogia histórico-crítica. A grande tarefa foi estruturar um currículo para a formação de professores do campo, fundamentado no sistema de complexos e na teoria crítico dialética, que instrumentaliza o trato com conhecimento e organiza o trabalho pedagógico na perspectiva da emancipação humana e da transformação social. O objetivo geral foi apresentar elementos teóricos sobre a formação de professores, levando em consideração a experiência da turma piloto da UFBA. Os objetivos de segunda ordem foram: descrever o processo de implantação do curso na UFBA e a organização do trabalho pedagógico e apontar os limites e possibilidades superadoras do projeto em execução. Nossa questão geral foi a formação humana no modo do capital organizar a produção e reprodução da vida. Buscamos responder às seguintes perguntas investigativas: Quais os elementos teóricos que constituem o Projeto Piloto da Licenciatura em Educação do Campo da UFBA, considerando a concepção de ser humano, sociedade e educação? Quais os elementos constitutivos da proposta curricular em relação aos objetivo-avaliação, conteúdos e método? Quais os limites institucionais para implantação do curso? Como superar as contradições em relação a base teórico-metodológica e as condições objetivas do trabalho? A partir das lições derivadas da prática em análise à turma piloto, confirmamos a hipótese geral da impossibilidade de uma educação emancipatória sob a égide do capital. Confirmamos ainda que a formação de professores do campo voltada para emancipação dos trabalhadores encontra na sua implantação obstáculos institucionais que apontam para a necessidade do rompimento como o modo do capital organizar a vida em geral e em especial, a organização da própria universidade. E, por fim, também identificamos a necessidade de criar condições objetivas para que a referência teórico-metodológica marxista efetivamente se consolide como base da formação de professores do campo.
ABSTRACT This work is part of investigations concerning the training of teachers and the problems in the education field. Brings scientific monitoring the construction and deployment experience of the curriculum of "Bachelor in Rural Education" at the Federal University of Bahia (UFBA). A survey based on dialectical and historical materialism-taking as reference the historical-critical pedagogy. The big task was to design a curriculum for teacher education field, based on the complex system theory and critical dialectics, which equips the deal with organized knowledge and pedagogical work from the perspective of human emancipation and social transformation. The overall goal was to present theoretical elements of teacher education, taking into account the experience of the pilot class of the university. The objectives of the second order were to describe the process of implementation of the course in UFBA and organization of educational work and point out the limits and possibilities superadoras project running. Our general issue was the formation of human capital in order to organize the production and reproduction of life. We seek to answer the following probing questions: What are the theoretical elements that constitute the Pilot's Degree in Education Field UFBA considering the conception of human beings, society and education? What are the constituent elements of the curriculum in relation to the goal-evaluation, content and method? What are the limits to institutional implementation of the course? How to overcome the contradictions in relation to theoretical and methodological basis and the objective conditions of work? The lessons derived from the analysis of the practice in the pilot class, we confirm the general hypothesis of the impossibility of liberating education under the aegis of the capital. We confirm also that the teacher education field toward emancipation of the workers is in its deployment institutional obstacles that point to the need of disruption as the mode of capital organize life in general and in particular the organization of the university itself. And finally, we also identified the need to create objective conditions for the theoretical-methodological reference Marxist effectively be consolidated based teacher education field.

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The main objective of this research was to analyze the alternating youngster’s formation at the Rural Family House of Coronel Vivida – PR in order to understand the possible limits and challenges of the insertion of the young alternating in the rural property and the way the family receives and assists in this practice. Thus, semi-structured interviews were conducted with the young alternates, enrolled in the last year of the "Technical Course on Food" of the Rural Family House, and their families. The research subjects are eight (08) young and seven (07) families. The study was carried out through a qualitative approach based on the Dialectical Materialism method, the research elements consisted of bibliographical and documentary research, having as reference sources, papers which refer to the topics discussed, such as Gramsci (2000), Caldart (2003) ), Saviani (2007; 2012), Molina (2006; 2015), Passador (2006), Guedin (2012), Estevam (2012) and Ribeiro (2013). The aim was to understand the field, its contradictions, modernization and implications in the history of its people, as well as the comprehension about the purposes and contributions of PA in the lives of young people and their families. In this way, it became possible to constitute elements for an analysis regarding the proposal of PA developed at the Rural Family House of Coronel Vivida – PR, which made it possible to observe and verify the potentialities and limitations of this training proposal. As result, we highlight the advances in Alternacy Pedagogy such as the reduced number of students in class, the full study period, the safety of the alternating youngsters, and the personalized attendance developed by the instructors and teachers. As limit conditions, we observe the lack or absence of practice in family ownership of the knowledge learned and discussed in the Family House, its weak physical structure, and its adequacy to different theoretical aspects which don’t take the work/ job as an educational principle, leading to a practice that strives to adapt to the current social situation.
O objetivo central da pesquisa foi analisar a formação dos jovens na Casa Familiar Rural de Coronel Vivida – PR, buscando compreender os possíveis limites e desafios da inserção do jovem alternante na propriedade rural e como a família recebe e auxilia nessa prática. Nesse sentido, foram realizadas entrevistas semiestruturadas com os jovens alternantes, matriculados no último ano do “Curso Técnico em Alimentos” da Casa Familiar Rural, e seus familiares. Os sujeitos da pesquisa são oito (08) jovens e sete (07) famílias. O estudo foi realizado através de uma abordagem qualitativa e quantitativa, fundamentada no método do materialismo dialético, os elementos de investigação consistiram em pesquisa bibliográfica e documental, tendo como fontes de consultas, obras que referenciam as temáticas discutidas, tais como Gramsci (2000), Caldart (2003), Saviani (2007; 2012), Molina (2006; 2015), Passador (2006), Guedin (2012), Estevam (2012) e Ribeiro (2013). Destarte, buscou-se o entendimento sobre o campo, suas contradições, modernização e implicações na história de seu povo, bem como a compreensão sobre as finalidades e contribuições da Pedagogia da Alternância na vida dos jovens e seus familiares. Deste modo, o processo de busca e análise a que nos dedicamos tornou possível a constituição de elementos para refletirmos a proposta da Pedagogia da Alternância desenvolvida na Casa Familiar Rural do município de Coronel Vivida, o que possibilitou a observação e constatação das potencialidades e limitações desta prática formativa. No resultado de nossa pesquisa, destacamos enquanto avanços da Pedagogia da Alternância o número reduzido de alunos por turma, o período integral de estudos, a segurança dos jovens alternantes e o atendimento personalizado desenvolvido pelos monitores e professores. Enquanto condições limitadoras, observamos a pouca ou inexistência da prática na propriedade familiar dos conhecimentos apreendidos e discutidos na Casa Familiar, sua estrutura física fragilizada, e sua adequação a distintas vertentes teóricas que não tomam o trabalho como princípio educativo, ocasionando uma prática que se esforça em adaptar-se a conjuntura social vigorante.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 10, 2009) Vita. Includes bibliographical references.

Abstract This essay reports on a Minor field study carried out at Phaung Daw Oo Monastic Educational High School in Mandalay, Myanmar. The aim was to carry out a three-stage analysis of the learning and teaching of English whilst in the institution. Firstly, the general needs of PDO were identified and field notes were taken. Secondly, we worked with improving the pupils’ English communicative skills. Finally, areas regarding teaching and suggestions for future projects for teaching English at PDO were highlighted.   The questions we sought to answer were: What strategies do the local English teachers at PDO use to activate their pupils’ English communicative skills? What developmental areas regarding the teaching of spoken English can be identified, and how can they be acted upon at PDO?   In order to carry out the analysis we chose to take an ethnographical approach where observations and interviews were our main sources for collecting data. During our eight-week stay at PDO, we taught several subjects through English in different departments with the aim of activating and improving the pupils’ English communicative skills.   The main finding was that the local teachers mainly used a modified rote learning strategy to activate their pupils’ English communicative skills. Furthermore, several developmental areas regarding the teaching of English were identified. We believe that the local teachers’ limited education in teaching methodology and in spoken English are the major areas for development.

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The present work attempts to develop the case study of Agricultural Family School of Santa Cruz do Sul (AFSSC), which adopt Pedagogy of Alternation to conduct the teaching and learning process. Hence, the pedagogic project is based on a theoretical approach that contributes to decrease impacts of agriculture on the environment, through an agroecological perspective. The advent of Family Educational Centres of Alternation Training, constituted by Rural Family Houses, Sea Family Houses, Rural Community Schools and Agricultural Family Schools, the Field Education attempts to develop a new perspective for rural community through a brand-new education process in Brazil. The Pedagogy of Alternation is grounded on four pillars, such as the Local Association, Alternation, Environmental Development and Full Training. Furthermore, appropriated methodological tools are applied to enable the teaching and learning process. The pedagogical instruments used in Family Farm School of Santa Cruz do Sul are the Pedagogical Study Plan, Reality Notebook, Observation Sheet, visits and study tours, internships, visits to Families, Meetings, as well as the Young Professional Project, among others. The issue surrounding this research lies in the analysis of the possibilities and difficulties of the Pedagogy of Alternation and the teaching of Agroecology developed in both AFSSC and family farming. The general purpose of the research is to understand the importance of both Pedagogy of Alternation and teaching of Agroecology in the technical training of final year students of AFSSC. Hence, we performed a quali-quantitative study, with emphasis on qualitative aspects of the research. Techniques of observation, semi-structured open interviews and questionnaires, field notebook and analysis of documents were used. Thus, 25 students pursuing the final year of school, belonging to administrative representation of the School and the Pro-Family Agricultural Schools state association were interviewed. Therefore, we highlight positive outcomes, such as the students' intentions to stay and develop the rural community, rescuing and respecting knowledge of their ancestry, as well as a better understanding of agroecological principles and the effectiveness of building knowledge through Pedagogy of Alternation and its actors.
O presente trabalho desenvolve um estudo de caso da Escola Família Agrícola de Santa Cruz do Sul, que utiliza no seu processo de ensino e aprendizagem a metodologia viva da Pedagogia da Alternância e possui no seu enfoque teórico o incentivo a uma agricultura de menor impacto socioambiental, na perspectiva da Agroecologia. Com o advento dos Centros Educativos Familiares de Formação em Alternância, constituídos pelas Casas Familiares Rurais, Casas Familiares do Mar, Escolas Comunitárias Rurais e as Escolas Famílias Agrícolas a Educação do Campo tenta construir uma nova perspectiva para a população do campo, com seu processo de ensino inédito no Brasil. A Pedagogia da Alternância é construída embasada em seus quatro pilares, a Associação Local, a Alternância, o Desenvolvimento do Meio e a Formação Integral, e para concretizar este processo de ensino e aprendizagem são utilizados ferramentas metodológicas. Na Escola Família Agrícola de Santa Cruz do Sul, os Instrumentos Pedagógicos utilizados são Plano de Estudo, Caderno da Realidade, Folha de Observação, Visitas e Viagens de Estudo, Estágios, Visitas às Famílias, Serões e Projeto Profissional do Jovem, entre outros. A problemática que envolve este estudo esta na análise das percepções da Pedagogia da Alternância e do ensino da Agroecologia desenvolvido na EFASC e na agricultura familiar, pelos seus sujeitos. O objetivo geral que propomos para a pesquisa é à compreensão da importância da Pedagogia da Alternância e do ensino da Agroecologia na formação técnica dos educandos do último ano da EFASC. Nesse sentido, realizamos uma pesquisa na qual foi utilizada uma metodologia quali-quantitativa, mas com maior atenção aos aspectos qualitativos da pesquisa. Fizemos uso das técnicas de observação, da entrevista aberta semi-estruturada e questionários, de um diário de campo e análise de documentos. Foram entrevistados 25 educandos do último ano escolar e da representação administrativa da Escola e da Associação Gaúcha Pró- Escolas Famílias Agrícolas. Possuímos como resultados positivos a intenção dos educandos à permanência e desenvolvimento do campo; resgatando e respeitando os conhecimentos de seus antepassados. Bem como, uma melhor compreensão dos princípios da Agroecologia e a efetivação da construção do conhecimento a partir da Pedagogia da Alternância pelos seus atores.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The demands for education, presented by social field movements, brought the education of the rural areas to discussion, from which it has created the National Program of Education in the Land reform, which has, in the last ten years, turned the access to superior level education possible for a piece of population that had never had the opportunity for entering the university. In this study, linked to the Group of Inquiry Education and Social Movements of the line of Inquiry History, Society and Education Thought of the Nucleus of Postgraduation on Education of Federal University of Sergipe, we analyze the curricular organization of tertiary education level courses in Teachers' Formation of the Field, in the Federal University of Rio Grande do Norte and in the Federal University of Sergipe. This work is characterized as a qualitative inquiry, a documentary type from historical sources, for which we opt for a historic materialist dialectic approach. This work draws the historical journey of the teachers' formation in Brazil and teachers' subsequent formation for education on field, with characteristics and own specificities inside the process of reconstruction of field identity as a differentiated space, however not reduced regarding the urban areas. Equally, this study tries to identify, in the projects of the courses, the theoretical bases that give it sustenance for the formation of these teachers since the beginnings of the proposal curricular and on basis of central categories of analysis, to know: emancipation and praxis. For this, we refer ourselves to works of Adorno (1995); Freire (1982, 2002); Triviños (2006); Freitas (1995); Mészáros (2005); Santos (2005); Arroyo (2005); Caldart (2002, 2004, 2008); Jesus (2005, 2006, 2008). By the study, we checked that proposals present a quite advanced conception of education, however it points out its limits in his institutionalization because such proposals need an institutional opening that s not real yet.
As demandas por educação, apresentadas pelos movimentos sociais do campo, trouxeram a educação das áreas rurais ao debate, a partir do qual foi gestado o Programa Nacional de Educação na Reforma Agrária. Esse programa tem, nos últimos dez anos, possibilitado o acesso à educação de nível superior para uma parcela da população que nunca teve a oportunidade de frequentar a universidade. Neste estudo, vinculado ao Grupo de Pesquisa Educação e Movimentos Sociais da linha de Pesquisa História, Sociedade e Pensamento Educacional, do Núcleo de Pós-Graduação em Educação da Universidade Federal de Sergipe, analisamos a organização curricular dos cursos de nível superior para Formação de Professores do Campo, na Universidade Federal do Rio Grande do Norte e na Universidade Federal de Sergipe. Caracteriza-se como uma pesquisa qualitativa, do tipo documental a partir de fontes históricas, para a qual optamos por uma abordagem dialética materialista histórica. Este trabalho traça a caminhada histórica da formação de professores no Brasil e, posterior, formação de professores para a educação do campo com suas características e especificidades dentro do processo de reconstrução da identidade do campo como um espaço diferenciado, porém não inferiorizado em relação às áreas urbanas. Outrossim, este estudo procura identificar, nos projetos dos cursos, os fundamentos teóricos que lhes dão sustentação para a formação desses professores a partir dos princípios da proposta curricular e nas categorias centrais de análise, a saber: emancipação e práxis. Para tanto, reportamo-nos aos trabalhos de Adorno (1995); Freire (1982, 2002); Triviños (2006); Freitas (1995); Mészáros (2005); Santos (2005); Arroyo(2005); Caldart (2002, 2004, 2008); Jesus (2005, 2006, 2008). Pelo estudo, verificamos que as propostas apresentam uma concepção bastante avançada de educação, porém são observados limites da mesma em sua institucionalização, pois tais propostas necessitam de uma abertura institucional ainda não concretizada.

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Neste estudo, o termo campo é a expressão do rural se manifestando, construído na dinâmica dos movimentos sociais do Brasil, que nas últimas três décadas têm conseguido dar visibilidade à história de descaso das políticas públicas para com suas especificidades. Neste campo idiossincrático, encontramos as raízes sertanejas no projeto de uma escola voltada para sua realidade e construída pelos e para os camponeses da região. A Escola Família Agrícola do Sertão (EFASE), fica a cerca de 400 km de Salvador, em Monte Santo/BA e atende a um total 186 alunos da região. A EFASE torna-se na sua relação com os contextos comunitários locais, um ponto de referência socioeducacional, atuando de forma direta ou indireta a cerca de 89 comunidades rurais. Para qualificar esta história, a primeira parte da tese, fala da trajetória da educação rural brasileira com a inserção da relação sociedade x estado: O silenciamento ou ajustamento do estado em suas políticas educacionais que “alcançavam” o rural, e o enfrentamento, a busca e por vezes a adaptação da sociedade civil neste processo de construção de políticas públicas que “afetavam” o rural. Aqui já sinalizando a inserção da EFA no rural brasileiro da década de 60. A segunda parte da tese discute os movimentos sociais em sua perspectiva teórica e a dinâmica de expressão política dos sujeitos do campo, que nos anos 90, deram início ao processo de articulação: Por uma Educação do Campo. A terceira parte da tese aporta no sertão da Bahia : Canudos surge como referência para apresentar o contexto socioambiental de história e luta do sujeito do sertão; de forma análoga, as Comunidades de Fundo de Pasto surgem como uma representação da herança de vida e história atravessando o século XX neste sertão. A opção pela fenomenologia, como perspectiva de busca da percepção dos sujeitos do sertão, vai corporificar o quarto momento da tese. Pela fenomenologia, a pesquisa chega ao seu habitat na versão dos sujeitos que nele se inserem e que ajudam-no a construir. Então apresentamos a história da escola família agrícola na Bahia e...a Escola Família Agrícola do Sertão, como o locus onde toda esta discussão ganha vida.
Salvador

This dissertation has as theme 'The water-generating theme in the Pedagogy of Alternation: the case of the Ladeirinhas Agricultural Family School (EFAL) in Japoatã / SE'. The debate about Brazilian education is historically configured between traditional and critical proposals. Being a contextualized proposal of integral formation and for the sustainable development of the environment, to what extent can the Alternation Pedagogy be considered critical and transformative, as far as man / nature integration is concerned? The objective of this study is to understand how the environmental issue has been treated, especially the water theme, as didactic-pedagogical content, and also how its use, management and conservation have been made, in the light of the integral formation proposed by the Pedagogy of Alternation (PA). The locus of the research was the Ladeirinhas Agricultural Family School, located in the village Ladeirinhas "A", in the municipality of Japoatã/SE. Aligned to the dialectic method, the qualitative research anchored to the case study was the methodological approach that guided this study. For the collection of data, the following instruments were chosen: documentary analysis of the Political Pedagogical Project and school documents; observation of the planning, theoretical and practical classes and notes in field diary; and semi-structured interview with teachers, students and their family members. From the analysis of the data, carried out through the verification between theory and pedagogical practice, consolidated in the field records, according to the participatory observations and interviews, it was possible to raise critical reflections on the pedagogical alternations, the use of the specific pedagogical instruments and its relation with field education and integral education, using as categories the use, conservation and management of water, curriculum and pedagogical practices. Through the accomplishment of the educational work under the prism of the generating theme 'Earth and water source of life, preservation and conservation of the environment', was presented two sides of a school. One that resists and strives to promote a humane, integral and sustainable formation, and another that meets the innumerable challenges promoted by the market expansion of capital, directed through the development policies of the Lower São Francisco region of Sergipe, being education one of them, and which need to be overcome through a paradigm shift for the valuation of human life and also of natural assets.
Esta dissertação tem como tema ‘O tema gerador da água na Pedagogia da Alternância: o caso da Escola Família Agrícola de Ladeirinhas (EFAL), em Japoatã/SE’. O debate sobre a educação brasileira configura-se historicamente entre propostas tradicionais e críticas. Figurando-se como uma proposta contextualizada, de formação integral e para o desenvolvimento sustentável do meio, até que ponto a Pedagogia da Alternância pode ser considerada crítica e de transformação, no que concerne à integração homem/natureza? O objetivo deste estudo é entender de que forma tem sido tratada a questão ambiental, em especial a temática da água, como conteúdo didático-pedagógico, e também de que forma tem sido feita a sua utilização, gestão e conservação, à luz da formação integral que proposta pela Pedagogia da Alternância (PA). O lócus da pesquisa foi a Escola Família Agrícola de Ladeirinhas, situada no povoado Ladeirinhas “A”, no município de Japoatã/SE. Alinhado ao método dialético, a pesquisa qualitativa ancorada ao estudo de caso foi a abordagem metodológica que orientou este estudo. Para a coleta de dados, foram escolhidos os seguintes instrumentos: análise documental do Projeto Político Pedagógico e documentos escolares; observação dos planejamentos, das aulas teóricas e práticas e anotações em diário de campo; e entrevista semiestruturada com professores, estudantes e seus responsáveis familiares. A partir da análise dos dados, efetuada através da verificação entre a teoria e a prática pedagógica, consolidada nos registros de campo, de acordo com as observações participativas e entrevistas, foi possível levantar reflexões críticas sobre as alternâncias pedagógicas, a utilização dos instrumentos pedagógicos específicos e a sua relação com a Educação do Campo e a formação integral, utilizando como categorias o uso, a conservação e a gestão da água, no currículo e nas práticas pedagógicas. Através da realização do trabalho educativo sob o prisma da temática geradora ‘Terra e água fonte de vida, preservação e conservação do meio ambiente’, foi apresentado dois lados de uma escola. Um que resiste e luta para promover uma formação humana, integral e sustentável, e outro que encontra os inúmeros desafios promovidos pela expansão mercadológica do capital, direcionados através de políticas de desenvolvimento da região do Baixo São Francisco sergipano, sendo a educação uma delas, e que necessitam serem superados através de mudança de paradigma para a valorização da vida humana e também dos bens naturais.
São Cristóvão, SE

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The present thesis, inserted in the research Line Education, Society and Culture and in the Directory of Research of CNPq / PUC Goiás Education, History, Memory and Cultures in different social spaces. Under the title School Family Agricultural of Orizona-Goiás: history and memories of a Field Education experience. Elaborated from contributions: theoretical; Documentaries; Oral; visits; Meetings with the President of the Rural Social Center of Orizona at the time of the creation of EFAORI and with the current one. Built under various apprehensions of the Sociology of Culture, Cultural History, Pedagogy of Alternation and Education of the Field, with an option in dialectical materialism. Its relevance, thematic / research object, allowed to widen the research horizon about Field Education and Alternation Pedagogy in Brazil; Seize records to understand the trajectory, ruptures, steps and senses of EFAORI's history. The agrarian question in Brazil is permeated by a process of concentration of land since the arrival of the European. The military dictatorship undertook a dynamic and understanding of the development of the countryside by subjugating to the dominion of capital and the city. The struggle for land comes together with the conquest of education in the countryside and with the support of the Pastoral Land Commission and the Landless Rural Workers Movement. The Alternacy Pedagogy, the Arizona Agricultural Family School, is an effective proposal for rural education. EFAORI was inserted in the political struggle of the hegemonic struggle marked by the abandonment of the "tutelage of the Catholic Church", a resizing of family farming and developed social work. Explanatory elements that differentiate the concept of rural school and rural school were also revealed. School-family-community integration, integrated theory-practice curriculum, student evaluation as a formative process, political commitment to sustainable family agriculture, and substantive references in EFAORI's memories were also highlighted. It has been hypothesized that EFAORI-Goiás is a successful experience of Field Education in Alternation Pedagogy, which has historically guaranteed youngsters, primarily in the field, the High School / Vocational Technician in Agriculture committed to family farming.
A presente tese, inserida na Linha de Pesquisa Educação, Sociedade e Cultura e no Diretório de Pesquisa do CNPq/PUC Goiás Educação, História, Memória e Culturas em diferentes espaços sociais. Sob o título Escola Família Agrícola de Orizona-Goiás: história e lembranças de uma experiência de Educação do Campo. Elaborada a partir de contribuições: teóricas; documentais; orais; visitas; encontros com o presidente do Centro Social Rural de Orizona da época da criação da EFAORI e com o atual. Construída sob vários olhares apreendidos da Sociologia da Cultura, História Cultural, Pedagogia da Alternância e Educação do Campo, com opção no materialismo dialético. Sua relevância, temática/objeto de pesquisa, permitiu alargar o horizonte investigativo acerca da Educação do Campo e da Pedagogia da Alternância no Brasil; apreender registros com vistas a compreender a trajetória, rupturas, passos e sentidos da história da EFAORI. A questão agrária no Brasil é perpassada por um processo de concentração da terra desde a chegada do europeu. A ditadura militar empreendeu uma dinâmica e compreensão de desenvolvimento do campo subjugando ao domínio do capital e da cidade. A luta pela terra se dá em conjunto à conquista da educação do e no campo com o apoio da Comissão Pastoral da terra e o Movimento dos Trabalhadores Rurais Sem Terra. A Pedagogia da Alternância, a Escola Família Agrícola de Orizona configuram-se como uma proposta efetiva de Educação do Campo. A EFAORI inseriu-se no embate político de luta contra hegemônica marcado pela saída da “tutela da Igreja Católica”, de um redimensionamento da agricultura familiar e do trabalho social desenvolvido. Foram revelados também, elementos explicativos que diferenciam a concepção de escola de campo e de escola rural. Destacaram-se ainda, a integração escola-família - comunidade, currículo integrado teoria-prática, avaliação discente como processo formativo, compromisso político com a agricultura familiar sustentável, referências substantivas nas lembranças da EFAORI. Comprovou-se a hipótese de que a EFAORI- Goiás é uma experiência exitosa de Educação do Campo na Pedagogia da Alternância a qual tem garantido historicamente aos jovens, prioritariamente do campo, o Ensino Médio/Técnico Profissionalizante em Agropecuária comprometido com a agricultura familiar.

This thesis consists of a study on the Pedagogy of Alternation as a pedagogical method incorporated to the principles of Field Education, and its contribution to the spreading of ecological agriculture practices, through what was experienced at Escola Família Agrícola de Ladeirinhas (EFAL), located in the town of Japoatã, state of Sergipe, Brazil. EFAL is engaged in the education of young children of rural workers, in different times and places: in social-occupational aspects (family, community, and work) and in educational aspects (students go to boarding schools and have technical education for professional development in farming). By means of a qualitative approach, elements of ethnography grounded in hermeneutical phenomenology were used as a way to interpret the day-to-day experiences observed. This research was categorized as a case study. Data were collected by means of various instruments, such as the observation of classes and practical activities, document analysis, field journal entries, photographic record, and semi-structured interviews with students, school monitors, and the families involved. EFAL is part of regional and national networks which articulate the different Family Centers of Education by Alternation and aim at providing and enhancing the mastering of the required knowledge through alternation, and makes up an educational alternative in rural areas. While analyzing the use of the Pedagogy of Alternation in the dissemination of sustainable principles and practices, it became understood that such method, adapted to the various realities of rural areas, enables individuals to have an integral education. Immersed in territories of inequity intensified by the agribusiness, and affected by policies which encourage the use of unsustainable technology resulting from green revolution packages, EFAs make use of principles and instruments that attempt to reinforce the dialogue between the school world and the life world, between theory and practice. The articulation of the data collected and their analysis made way for critical reflections on the times of school, family, the working of the land, and daily routines, and showed that despite the difficulties in the preparation of monitors and administrators for this differentiated pedagogical method, as well as the necessity of self-financing, there is great potential for it to become a method of integral education, based on the restoring of traditional rural worker knowledge. The articulation between such knowledge and that acquired at EFAL makes it possible for rural citizens to think and act towards sustainable rural development.
Essa dissertação consiste no estudo da Pedagogia da Alternância enquanto método pedagógico incorporado nos princípios da Educação do Campo e sua contribuição na difusão de práticas agrícolas de base ecológica, por meio da experiência da Escola Família Agrícola de Ladeirinhas - EFAL, localizada no município de Japoatã, estado de Sergipe. A EFAL atua na formação de jovens, filhos de camponeses, em diferentes tempos e espaços: meio socioprofissional (família, comunidade e trabalho) e meio escolar em regime de internato, na modalidade de educação profissional técnica de nível médio em agropecuária. Por meio de uma abordagem qualitativa, utilizamos elementos da etnografia ancorados na fenomenologia hermenêutica como uma forma de interpretar as experiências cotidianas observadas. Trata-se de uma pesquisa do tipo estudo de caso. Os dados foram coletados por meio de diversos instrumentos, como observações das aulas e experiências práticas, análise documental, anotações em diário de campo, entrevistas semiestruturadas com os estudantes, monitores e famílias envolvidas e registro fotográfico. A EFAL faz parte de redes regionais e nacionais que articulam os diferentes Centros Familiares de Formação por Alternância e que buscam, através da alternância, proporcionar e valorizar o domínio de saberes e se constitui como uma alternativa educacional para o campo. Ao analisar o uso da Pedagogia da Alternância na difusão de princípios e práticas sustentáveis, compreendemos que o método, adaptado as diferentes realidades no campo, possibilita a formação integral do sujeito. Imersos em territórios marcados pela desigualdade, intensificada pelo agronegócio e atingidos pelas políticas de incentivo ao uso das tecnologias insustentáveis advindas de pacotes da revolução verde, as EFAs munem-se de princípios e instrumentos que buscam reforçar o diálogo entre o mundo da escola e o mundo da vida, entre a teoria e prática. A articulação dos dados coletados e suas análises nos permitiram levantar reflexões críticas sobre os tempos escolares, familiares, de trabalhos com a terra e cotidianos, e nos mostraram que apesar das dificuldades na formação de monitores e gestores para esse método pedagógico diferenciado e do financiamento autônomo, existe uma grande capacidade de se tornar um método educativo de formação integral, respaldado no resgate dos conhecimentos tradicionais camponeses. A articulação desses conhecimentos com os aprendidos na EFAL possibilitam proporcionar aos sujeitos do campo a capacidade de refletir e agir para o desenvolvimento rural sustentável.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis aimed to identify the contributions of the Class Margarida Maria Alves, Course of Agricultural Sciences Program Student Agreement / Social Movements Field (PEC / MSC), Federal University of Paraíba (UFPB), Campus III, municipality of Bananeiras - PB, located in Paraíba arid mesoregion. Reflected about public policy for the field, especially the Education Field, resulting from a research project related to the Observatory for Education, called Higher Education in Brazil (2000-2008): an interdisciplinary analysis of policies for the development of the field Brazil, in which one tries to analyze courses linked to the National Education Program in Agrarian Reform (PRONERA). From this, we developed a reflection on Rural Education, focusing on higher education and in the area of Agricultural Sciences, based on the methodology of the Pedagogy of Alternation, as elements inherent in the struggle for human rights in the country and its confrontations with the model prevailing economic, whose bases reveal the cultural uprooting peasants. Referenced on the Marxist studies for which the production of material life is mediated by social relations of production and the productive forces, determining the mode of living, thinking and transmitting knowledge, which humans have, in reality, where live. Following this thought, education in this country, and with her teaching, are determined by the development of production of material life, meeting the expectations of current economic system, whose hegemonic forces, the state and the major owners of the means of production, defined in favor of what and who is studying what and what is studied. Showed up considerations concerning the construction of the territory peasant front development of Higher Education, through PRONERA. The study was based on documents of the Movement For a Rural Education in the Course Project, the legal order of Field Education and literature. A thesis submitted four chapters beyond considerations: 1 - Introduction, stating the trajectory of Researcher and research methodology; 2 - Theoretical about the territories of the peasantry and agrarian development policies of the country, among them, the policies of reform land, technical assistance and Education Field 3 - PRONERA and the Course of Agricultural Sciences, in reference to Class Margarida Maria Alves, with emphasis on building partnerships, training parallel, dual training and Political Pedagogical Project (PPP) 4 - The movement of alternating pedagogy pedagogy of the movement and organic domestic produced in living together students, beyond the approach on the period of professional practice. The research subjects are the Professionals Graduates Course, plus UFPB teachers, representatives of the National Institute of Colonization and Agrarian Reform (INCRA-PB), Social Movements Field (MSC) and the Fundação José Américo (FJA). The time frame is set between the years 2004 to 2012, including the times of formation and professional. The analysis method, dialectical historical materialism was accompanied by appropriate methodology to the reality of respondents, among them the literature, field and documentary, with semistructured interviews, individual and collective, quizzes, oral history, content analysis, notes in field notebook and systematic observation. The results stated that the production of academic knowledge, while legitimizing the existing order, it was found that the conflicts and contradictions that exist in the implementation of the course, from the practices students, teachers and those responsible for running the course, produced a pedagogical movement collectively organized, able to transform the mode of producing knowledge and reaffirm the territory farmer, from a basic humanistic education.
Esta tese teve como objetivo identificar as contribuições da Turma Margarida Maria Alves, do Curso de Ciências Agrárias, Programa Estudante Convênio/Movimentos Sociais do Campo (PEC/MSC), da Universidade Federal da Paraíba (UFPB), Campus III, município de Bananeiras PB, situado na mesorregião do Agreste Paraibano. Refletiu-se acerca das políticas públicas para o campo, especialmente a Educação do Campo, resultante de uma pesquisa relacionada ao projeto Observatório da Educação, denominada A Educação Superior no Brasil (2000-2008): uma análise interdisciplinar das políticas para o desenvolvimento do campo brasileiro, no qual se busca analisar os cursos vinculados ao Programa Nacional de Educação na Reforma Agrária (PRONERA). A partir desta, desenvolveu-se uma reflexão acerca da Educação do Campo, com enfoque no Ensino Superior e na área das Ciências Agrárias, pautada na metodologia da Pedagogia da Alternância, como elementos inerentes a luta pelos direitos humanos no campo e seus enfrentamentos ao modelo econômico vigente, cujas bases revelam o desenraizamento cultural camponês. Referenciou-se nos estudos marxistas para os quais, a produção da vida material é mediada por relações sociais de produção e das forças produtivas, determinantes do modo de viver, pensar e transmitir o conhecimento, do qual dispõem os seres humanos, na realidade em que vivem. Seguindo esse pensamento, a educação nesse país, e com ela o ensino, são determinados pelo desenvolvimento da produção da vida material, atendendo aos anseios do sistema econômico vigente, cujas forças hegemônicas, o Estado e os grandes proprietários dos meios de produção, definem em favor de que e de quem se estuda, o que e para que se estuda. Apresentaram-se considerações relativas à construção do território camponês frente ao desenvolvimento do Ensino Superior, através do PRONERA. O estudo pautou-se nos documentos do Movimento Por uma Educação do Campo, no Projeto do Curso, no ordenamento jurídico da Educação do Campo e na literatura. A tese apresentou quatro capítulos além das considerações: 1- Introdução, constando a trajetória da Pesquisadora e a metodologia da pesquisa; 2- Referencial teórico acerca dos territórios do campesinato, questão agrária e as políticas de desenvolvimento do campo, dentre elas, as políticas da reforma agrária, da assistência técnica e da Educação do Campo; 3- o PRONERA e o Curso de Ciências Agrárias, em referência, a Turma Margarida Maria Alves, destacando-se a construção de parcerias, a formação paralela, a dupla formação e o Projeto Político Pedagógico (PPP); 4- O movimento da pedagogia da alternância na pedagogia do movimento e a organicidade interna produzida na convivência coletiva dos estudantes, além da abordagem sobre o período de atuação profissional. Os sujeitos da pesquisa são os Profissionais Egressos do Curso, além de professores da UFPB, representantes do Instituto Nacional de Colonização e Reforma Agrária (INCRA-PB), dos Movimentos Sociais do Campo (MSC) e, da Fundação José Américo (FJA). O recorte temporal se definiu entre os anos de 2004 a 2012, compreendendo os tempos de formação e atuação profissional. O método de análise, o materialismo histórico dialético acompanhou-se de metodologia adequada à realidade dos entrevistados, dentre elas, a pesquisa bibliográfica, de campo e documental, com entrevistas semiestruturadas, individual e coletiva, questionários, história oral, análise de conteúdo, anotações em caderneta de campo e observação assistemática. Os resultados obtidos afirmaram que a produção do conhecimento acadêmico, embora legitime a ordem vigente, constatou-se que os conflitos e contradições existentes na execução do Curso, a partir das práticas discentes, docentes e dos responsáveis pela execução do Curso, produziram um movimento pedagógico organizado coletivamente, capaz de transformar o modo de produzir conhecimento e reafirmar o território camponês, a partir de uma educação de base humanística.

In recent years the organization of rural workers have built public policies for Rural Education, held in recognition of the reality of workers in the field who have resisted to continue producing his life in rural areas, a dispute with the country's political projects whose design, development through agribusiness. This study aims to discuss the elements of a formative experience in Field Education: the process of implementation of the Rural Family House Valley Jaguari - CFRVJ. Located in the central region of Rio Grande do Sul, the CFR that covers the municipalities of Jaguari, Mata, Santiago and surrounding counties. Based in the Pedagogy of Alternation, is demonstrated as an educational proposal, able to meet the social demands of this group that has historically been subjected to educational processes that do not effectively meet their social needs. This study was a qualitative study, by participant observation, based on theoretical Rural Youth / Field, of Field Education and Planning. It is understood that the formative elements of construction emerged that territory, are constitutive of omnilateral training and explanation of the contradictions of the capitalist system. From the perspective of the rural youth through education field, based on the Pedagogy of Alternation, built, conceived and gestated by the Association CFRVJ a collective educational process, to integrate several social actors and local institutions, encourages a dialectic relationship building knowledge, strengthens social relations, constituting a new territory. In this process, it is believed that the CFRVJ could be a proposal for strengthening the Rural Education.
Nos últimos anos, a organização dos trabalhadores do campo tem construído políticas públicas para a Educação do Campo, sustentadas no reconhecimento de uma realidade de trabalhadores e trabalhadoras do campo que têm resistido para continuar produzindo sua vida no espaço rural, uma disputa com projetos políticos do país que têm como concepção o desenvolvimento por meio do agronegócio. Este estudo objetiva compreender os elementos formativos de uma experiência em Educação do Campo: a história da Casa Familiar Rural do Vale do Jaguari CFRVJ. Situada na região central do Rio Grande do Sul, a referida CFR abrange os municípios de Jaguari, Mata, Santiago e municípios do entorno. Pautada na Pedagogia da Alternância, coloca-se como uma proposta de educação capaz de atender às demandas sociais deste grupo, que historicamente vem sendo submetido a processos educativos que não atendem efetivamente às suas necessidades sociais. O presente estudo, de cunho qualitativo, pela observação participante, fundamenta-se em teóricos da Juventude Rural/do Campo, da Educação do Campo e do Território. Compreende-se que os elementos formativos que emergem da construção desse território são constitutivos da formação omnilateral e da explicitação das contradições do sistema capitalista. A educação do campo, fundamentada na Pedagogia da Alternância, construída, pensada e gestada pela Associação CFRVJ, num processo coletivo, ao integrar diversos atores sociais e instituições locais, estimula uma relação dialética de construção do conhecimento, fortalece as relações sociais, constituindo-se num novo território. Nesse processo, acredita-se que a CFRVJ poderá ser uma proposta para o fortalecimento da Educação do Campo.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
The reflection made in the research base of this dissertation deals with the issue of formation of subjects of rural areas through educational experiences that build the Rural Education. Precisely, this focuses on the Pedagogy of Alternation by CEFFA, training of young people and adults do Campo, it usually serves a pedagogical approach that emphasizes the link between education and work, preparing the subject to life. This reflection dialogues with local / rural development settings, pointing successful points of the Pedagogy of Alternation, public policy. also shows the socio-historical perspective, as a method of criticism of collective social imagination, which combines the countryside and those who live in it, as something underdeveloped and "late", which for better characterization, then we use the image of "Fabiano" book character "Vidas Secas" of Graciliano Ramos. To better understand the problem, the research is divided into two parts. The first raises a discussion of the relationship of the subjects that are established in the field of literary production in Brazil prior to the period of expansion and technification of agriculture to the present day, weaving social history under the influence of "racial theories" in the composition of class division, which subjugated and subdues the farmer as a class unprepared to live in a new society provided with a new social standard and reformulated in new technology bases. The second stage of the research, portrays the new experiences of promotion of Rural Education, highlighting the CEFFA as part of the field enhancement process in support of local / rural development. Thus describes and contextualizes these experiences and their educational practices of sociocultural relations originating from public investment policies, new ruralities and local / rural development of the North Capixaba.
A reflex?o feita na pesquisa, base desta disserta??o, trata sobre a problem?tica da forma??o de sujeitos do meio rural por meio de experi?ncias pedag?gicas que constroem a Educa??o do Campo. Precisamente, esta focaliza a Pedagogia da Altern?ncia pelo CEFFA, na forma??o de jovens e adultos do Campo, pois geralmente atende a uma proposta pedag?gica que prioriza a articula??o entre a escolariza??o e o trabalho, preparando o sujeito para a vida. Essa reflex?o dialoga com defini??es de desenvolvimento local/rural, apontando pontos exitosos da Pedagogia da Altern?ncia, pol?ticas p?blicas. Aponta ainda a perspectiva s?cio-hist?rica, como m?todo da cr?tica ao imagin?rio social coletivo, que associa o campo e quem nele vive, como algo subdesenvolvido e ?atrasado?, que para melhor caracteriza??o, ent?o, utiliza-se a imagem do ?Fabiano?, personagem do livro ?Vidas Secas? de Graciliano Ramos. Para melhor compreens?o da problem?tica, a pesquisa se divide em dois momentos. O primeiro levanta uma discuss?o das rela??es dos sujeitos que est?o estabelecidas no campo da produ??o liter?ria do Brasil, anterior ao per?odo de expans?o e tecnifica??o da agricultura at? os dias de hoje, tecendo a hist?ria social sob a influ?ncia das ?teorias raciais? na composi??o da divis?o de classes, que subjugou e subjuga o homem do campo como sendo uma classe despreparada, para viver em uma nova sociedade provida de um novo padr?o social e reformulada em bases de novas tecnologias. O segundo momento da pesquisa, retrata as novas experi?ncias de promo??o da Educa??o do Campo, evidenciando o CEFFA como parte do processo de valoriza??o do campo em prol do desenvolvimento local/rural. Dessa maneira descreve e contextualiza essas experi?ncias e suas pr?ticas educativas das rela?oes socioculturais origin?rias das pol?ticas p?blicas de investimentos, em novas ruralidades e desenvolvimento local/rural do norte Capixaba

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
O trabalho desenvolvido a seguir, surge dos desafios encontrados pela Educação do Campo e pela Pedagogia da Alternância, tendo como nosso campo empírico ou o objeto de pesquisa o Centro Familiar de Formação em Alternância de Pinheiros (CEFFAP), localizada no norte do estado do Espírito Santo, que em meio a dinâmica da realidade agrária do município, principalmente com os impactos da relação campo/cidade, impostos pelo desenvolvimento do capitalismo no campo, que teve como característica principal a desterritorialização do campesinato e sua proletarização, tem o desafio histórico de fazer a formação/educação destes sujeitos, contribuindo para a formação/educação de crianças e adolescentes do campo e da cidade, objetivando a necessidade da superação dos limites postos a este método de ensino. Vamos abordar a Questão Agraria e o avanço da monocultura da cana-de-açúcar no município de Pinheiros e seus desdobramentos na realidade do CEFFAP. Vamos buscar compreender algumas indagações que surgiram neste processo, como: A Pedagogia da Alternância no CEFFAP tem cumprido o seu papel junto a natureza dos seus estudantes? Quais os desafios da Pedagogia da Alternância no CEFFAP tendo em vista que os seus estudantes em sua maioria são da cidade? Quais foram as transformações ocorridas com o aumento histórico do número de estudantes da cidade? Quais são as metodologias utilizadas atualmente para inserir a realidade das/dos estudantes da cidade no cotidiano pedagógico da escola. Com o conjunto de elementos reunidos nesta pesquisa vamos poder ter uma grande noção do papel histórico do CEFFAP na atual fase de construção e luta por Uma Educação do Campo, trazendo fortes elementos para uma profunda reflexão e crítica sobre a relação campo/cidade na educação.
The following research emerges from the challenges finded by the Rural Education (Educação do Campo) and by the Rotation Pedagogy (Pedagogia da Alternância) having as our empirical field, or our research object, the ‘Centro Familiar de Formação em Alternância de Pinheiros – CEFFAP (Pinheiros Familiar Center of Formation in Rotation) , located in the northern state of Espírito Santo, which in between the dynamic of the rural reality of the county, mostly with the impacts of the field/city relation, imposed by the development of the capitalism in the field, which has as main characteristic the peasantry desterritorialization and its proletarianization, has the historical challenge of making those subjects formation/education contributing for the formation/education of children and teenagers from the field and the city and the necessity to overcome the limits imposed on this teaching method. We’ll address the Agrarian Question and the advance of sugar cane monoculture in the county of Pinheiros and its developments in the CEFFAP reality. We’ll try to comprehend some inquiries that emerged in this process, as: Has The CEFFAP’s Rotation Pedagogy fulfilled its part along its student’s natures? What are the challenges of the Rotation Pedagogy in CEFFAP given that most of its students are not from Pinheiros? What were the transformations occurred with the historical increase in the number of students in the city ? Witch methodologies are currently used to insert the students reality in the everyday school’s pedagogic practices? With the set of elements gathered in this research we’ll may have a big notion of the CAFFAP historical role in the currently phase of construction and struggle for A Rural Education (Uma Educação do Campo), bringing strong elements for a deep reflection and critic on the relation field/city.

The objekt of the study is the title of rector. In Sweden this title was introduced during the Middle Ages together with the first catehedral schools. The same title is being caried into the 21st Century by all local heads of every Swedish primery and secondary school. A summery of he earliest uses of the tittle is presented but the real focus of the thesis commences in 1829 and streches out throught´ten chapters to 1993. Using concepts formulated by Bourdieu -- symbolic capital, cultural capital, habitus, etos, social field -- av chronological inteprentaion is given of how he conferrers, holders and prenders of the title have in different ways contrubuted to the redefinition of the title of rector from an exclusively male title with clear references to State Secondary Schools to a title common to all schoool forms, held primarily by women. The emerical base of the study consists of a comparative study of the profeessional journals that have represented the title hoöders and the pretenders ever since the close of the 19th Century. The closing four chapters of the thesis eal with the central themes og authoruty. masculinity, the nation-sate and the vision of future that through te ages have been a mark og the struggles around the title of rector.

Syfte och frågeställningar

Syftet med studien har varit att jämföra lärares och rektorers syn på friluftsdagar avseende mål, innehåll och organisation. Resultatet har tolkats med utgångspunkt i en läroplansteoretisk modell. De mer preciserade frågeställningarna var:

• Vad vill skolan uppnå med friluftsdagarna?
• Hur ramar skolan in begreppet friluftsdag genom förekomsten av olika inslag?
• Hur ofta vill lärarna att olika inslag ska förekomma på friluftsdagarna samt vilka skolämnen är och bör finnas representerade?
• Hur ser organisationen ut kring friluftsdagarna på skolan enligt lärare och rektorer samt hur bör den se ut enligt lärarna?
• Vilken kompetens anser lärare och rektorer vara viktig för planeringen av friluftsdagarna?

 Metod

En enkätstudie med kvalitativa inslag genomfördes på 121 ämneslärare i svenska och idrott och hälsa samt 67 rektorer från högstadieskolor i Stockholms län. Enkäter skickades ut via e-post till respondenterna som valts ut genom ett obundet slumpmässigt urval från en förteckning på Skolverkets hemsida. Studien fick, efter tre påminnelser, en svarsfrekvens på 44,1 procent (n=83).

Resultat och diskussion

Resultatet visar att ”naturvistelse/friluftsliv” var det som lärare och rektorer tyckte var viktigast att uppnå på friluftsdagar och detta realiseras också genom inslag av natur- och utomhusvistelse. Lärare och rektorer ramar in begreppet friluftsdag olika. De har olika uppfattning om förekomsten av inslaget ”friluftsliv” och det gäller också inslaget ”fysisk aktivitet”. Rektorerna ansåg att dessa inslag förkommer i större utsträckning än lärarna. I jämförelsen mellan lärares uppfattning om vad som förekommer och hur det bör se ut på skolan visades en signifikant skillnad på inslagen ”tävlingsmoment”, ”ämnesintegrering”, ”naturvistelse”, ”fysisk aktivitet” samt ”miljö och hållbar utveckling”. Tävlingsmoment förekommer för ofta och kan tänkas ta plats från de andra inslagen som lärarna önskade mer av på friluftsdagarna. Ämnet som var och bör vara mest representerande på friluftsdagarna var ämnet idrott och hälsa. Idrottsläraren anses vara den som har kompetensen att planera och organisera friluftsdagar och är också den som oftast planerar och organiserar friluftsdagarna. Lärarna i studien tycker dock att planeringen borde fördelas på fler lärare.

Slutsats

Det tycks finnas en kontinuitet i övergången mellan intentionerna på transformeringsarenan och realiseringsarenan när det kommer till frisk luft, natur och friluftsliv på friluftsdagarna. Däremot delar lärare respektive rektorer, på de olika arenorna, inte uppfattningen om hur ofta friluftsliv och fysisk aktivitet förekommer på friluftsdagarna.

Aim and questions

The aim of this study has been to compare teachers’ and headmasters’ view on field-days’ goal, content and organisation. The results were interpreted on the basis of a “curriculum theoretical model”. The questions are:

• What do schools strive to attain with field days?
• How do schools define the conception of field day by the existence of different features?
• How often do teachers want different features to occur at field days and what school subjects are, and should be represented according to teachers?
• How does the organization around the field days look like according to teachers and headmasters, and how should it look like according to teachers?
• Which qualifications are important when planning field days according to teachers and headmasters?

Method

The study was carried out on 121 teachers of Swedish and teachers of PE and 67 headmasters from secondary schools in Stockholm country. A questionnaire was sent by e-mail to the respondents who were chosen by an independent random selection with the help of a list at the web page of the National Agency for education. The percentage of answers, after three reminders, were 44.1% (n = 83).

Results and discussion

Results shows that ”being in nature/outdoor life” was what the schools considered to be most important to attain at field-days and this is also what becomes realized by features as being in nature and being outdoor. Teachers and headmasters do frame the term of field-days in different ways. They have different opinions about the existence of the feature ”outdoor life” and this also applies to the feature ”physical education”. Headmasters think that those features exist more often than the teachers. When comparing teachers opinion about how it looks like in school and how it should look like there was a significant difference within the features ”elements of competition”, ”integrating school subjects”, ”being in nature”, ”physical activity” and ”environment and sustainable development”. Elements of competition do exist often on field days and are supposed to take place from other features that the teachers wanted more of. The school subject which was and should be most represented at the field days was the subject physical education. The PE-teacher is the one who is regarded to have the competence and who does most of the planning and organizing around the field days Nevertheless teachers think that the planning should be spread more among teachers.

Conclusion

There seems to be continuity in the transition between the intentions at the transforming arena and implementation at the field when it comes to fresh air, nature and outdoor life at the field days. However, the teachers respectively headmasters, on the different arenas, does not always share the same opinion about how often outdoor life and physical activity do exist on the field days.

Empirical educational research enjoys a methodological and theoretical debate that is characterized by a number of unresolved and lively debated controversies. This compilation thesis is an attempt to contribute to this debate using the toolbox of philosophy of science. The thesis consists of an introductory chapter and four essays. In the introductory chapter I identify three methodological and theoretical controversies that are discussed within the field of educational research. These are: 1) the controversy concerning the scientific status of educational research; 2) the controversy between cognitive and sociocultural theories of learning; and, 3) the controversy between realist and constructionist interpretations of theories of learning. I provide in the essays a critical assessment of the claims behind each of these controversies, and argue for an alternative reconstruction of these issues. In Essay I, I criticize a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. The first controversy seems to rest on this position. As I argue, the arguments in support of interpretivism are contradicted by actual research practice. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic. A further debate has fueled the first controversy, that is, the supposed distinction between qualitative and quantitative methods. In Essay II, I argue against this distinction. More specifically, I discuss the concept of empirical support in the context of qualitative methods (for short, qualitative support). I provide arguments that although there are two specific and non-trivial properties of qualitative support, there is no methodological separation between quantitative and qualitative methods concerning empirical support. Considered together, the first two essays indicate two points of methodological continuity between educational research and other scientific practices (such as the natural sciences). I therefore conclude that the controversy concerning the scientific status of educational research rests in large part on unjustified claims. Essay III focuses on the second controversy. In this article I argue that Suárez’ inferential approach to the concept of scientific representation can be used as an account of scientific representation in learning, regardless of whether learning is understood as a cognitive or social phenomenon. The third controversy is discussed in Essay IV. Here, I discuss some ontological aspects of the framework of the actor-network theory. Reflecting on the use of this framework in the research field of Networked Learning, I argue that the assumption of an ontology of relations provides the solution for two puzzles about the ontology of networks. The relevance of my argument for the third controversy is that it suggests a point of connection between constructionist and realist interpretations of the ontology of learning. The last two essays suggest two points of continuities between theoretical frameworks that have been and still are argued to be incompatible.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.

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Financiadora de Estudos e Projetos
Our goal in this paper is to report and try to analyze the methodological approach and the pedagogical practices of the first Field Education Course conducted by INCRA and PRONERA in partnership with the Universidade Federal de São Carlos and Social Movements of the field, between the years 2008 and in 2011. For this we used a literature review, participatory research and data analysis. We started the work with a brief contextualization of social and economic conditions that trigger land struggles, then we characterize the four social movements struggling for land that participated in the planning, development and evaluation of the course. Given the role of the Movimento dos Trabalhadores Rurais Sem Terra MST, in the fight for land and rural education and have a better defined educational proposal, we list as a parameter to the proposals and actions of course. Then, in the second chapter, devote ourselves to education in the MST, your concept of school and the Pedagogy of Movement, and approach the issue of rural education and the contribution of PRONERA in its consolidation. Finally, in the third chapter we highlight our object, featuring the gang Helenira Resende, pioneered the Pedagogy Course Earth in the State of São Paulo, and reporting pedagogical and methodological approach of the course, in addition to practices performed during the four years, thus, we describe the evaluation process, the organization of the steps, the stage, the pedagogical practices in communities, the community, the times and educational spaces, in addition to mechanisms for monitoring the course. Thus, we seek to contribute to this account future research and the construction of memory of Pedagogy in the Field, in São Paulo and Brazil.
Objetivamos neste trabalho relatar e analisar a proposta metodológica e as práticas pedagógicas do primeiro Curso de Pedagogia da Terra realizado pelo INCRA e o PRONERA em parceria com a Universidade Federal de São Carlos e Movimentos Sociais do Campo, entre os anos de 2008 e 2011. Para tanto lançamos mão de revisão bibliográfica, pesquisa participante e análise documental. Iniciamos o trabalho fazendo uma breve contextualização das condições sociais e econômicas que desencadeiam as lutas pela terra, em seguida caracterizamos os quatro Movimentos Sociais de luta pela terra que participaram do planejamento, desenvolvimento e avaliação do curso. Dado o protagonismo do Movimento dos Trabalhadores Rurais sem Terra- MST na luta pela terra e pela Educação do Campo e por possuir uma proposta educacional melhor delimitada, o elencamos como parâmetro de comparação das propostas e ações do curso. No segundo capítulo nos dedicarmos à educação no MST, seu conceito de escola e a Pedagogia do Movimento, além de abordarmos a questão da Educação do Campo e a contribuição do PRONERA em sua consolidação. Para finalizar, no terceiro capítulo demos destaque a nosso objeto, caracterizando a turma Helenira Resende, pioneira no Curso de Pedagogia da Terra no Estado de São Paulo, e relatando a proposta pedagógica e metodológica do curso, além das práticas realizadas no decorrer dos quatro anos, assim, descrevemos o processo avaliativo, a organização das etapas, o estágio, as práticas pedagógicas nas comunidades, a coletividade, os tempos e espaços educativos, além dos mecanismos de acompanhamento do curso. Assim, buscamos com este relato contribuir com pesquisas futuras e com a construção da memória dos cursos de Pedagogia da Terra no Estado de São Paulo e no Brasil.

The purpose of this thesis is to look into the teaching methods and content in Zimbabwean biology education, and the possible influences that the teachers’ view of nature have on this education. The study was performed in and around Mutare in eastern Zimbabwe with eleven observations and six interviews in primary and secondary schools, corresponding to years four to nine in the Swedish compulsory school.

My study shows that the teachers’ view of nature is in many parts similar to the Swedish view of nature, but differ in a closer connection to religiosity and in a more every-day-life relation to nature. This is reflected in several of the concepts that view of nature consist of. The view of nature is influencing the content in biology partly. Since science hold universal concepts which are the same all around the world, the view of nature does not influence the scientific parts of biology, but have influence on where the emphases in the education is put. The results show no direct influence of the view of nature on teaching methods, but indirectly influenced by the choice of content.

This study aims to develop a research about the work activities of the framework of pedagogues administrative technical servers in education at the Federal University of Santa Maria -RS. Unveiling who are pedagogues, which are crowded and activities which develop within the UFSM. For that will be used as a method of research, the study of qualitative exploratory case and as data collection technique of semi-structured interviews and document analysis. It is intended through this methodology to respond to the research problem: What is the work of the pedagogue in the Federal University of Santa Maria? Jointly meet the proposed objectives that address: raise the capacity to identify the activities, meet the competencies, raise the understanding of the immediate superiors about professional and propose an overhaul as the reality found for educator professionals in UFSM. Facing simultaneity actions and information, will be working with categories of analysis with goal to respond to the proposals of the problem and research objectives. At the end of it, it is intended to have substantial information to offer a proposal to improve the development of the pedagogical work that focuses on the daily doing of professionals. Suggest a (re) adaptation, according to the information collected.
O presente estudo objetiva desenvolver uma investigação acerca das atividades laborais dos Pedagogos do quadro de servidores técnicos administrativos em educação da Universidade Federal de Santa Maria RS. Desvelando quem são os Pedagogos, onde estão lotados e quais atividades desenvolvem no âmbito da UFSM. Para tanto será utilizado como método para a pesquisa, o estudo de caso exploratório qualitativo e como técnica de coleta de dados a entrevista semiestruturada e análise documental. Pretende-se através dessa metodologia responder ao problema da pesquisa: Qual o trabalho do pedagogo no âmbito da Universidade Federal de Santa Maria? Conjuntamente atender aos objetivos propostos, que abordam: levantar a lotação, identificar as atividades, conhecer as competencias, levantar o entendimento das chefias imediatas a respeito do profisssional e propor uma readequação conforme a realidade encontrada para os profissionais Pedagogos na UFSM. Frente a simultaneidade de ações e informações, trabalhar-se á com categorias de análise com intuíto de responder as propostas do problema e dos objetivos da pesquisa. Ao final da mesma, pretende-se dispor de informações substanciais para oferecer uma proposta de melhoria no desenvolvimento do trabalho pedagógico que incide no fazer diário dos profissionais. Sugerir uma (re)adequação, conforme as informações coletadas.

The present thesis reports an empirical study of how ten remedial teachers or special remedial teachers, all women, encountered reality as supervisors or tutors in schools during the 1990s. The study sought to define the conditions for supervision and tutoring in the remedial-teaching function. Data was collected in two steps. The preparatory step consisted of a scrutiny of Report DsU 1986:13 on the modified remedial-teacher function, and perusal of the referees’ comments thereon. The second step consisted ofinterviews with all ten participants three years after their training as supervisors/tutors at the Stockholm Institute of Education. Neither in the above Report nor in the referees’ comments was supervision defined or discussed. Despite this resistance, supervision is required by the macro level for the modified remedial-teacher function. Regarding the micro-level situation for supervising in school, two themes were distinguished: an organisational theme and a legitimacy theme. The informants saw school management, the organisation’s pre-understanding of supervision and the profession’s continual adaptation to areas of knowledge not possessed by teachers as important aspects. The legitimacy theme expresses how differentiation of the supervisory task and the design of teaching posts influence the implementation. The supervision/tutoring examined here is described through six experiential themes: the dialogical here-and-now-theme, the relational theme, the didactic ”technical” theme, the reflective and self-fostering theme, the change theme and the leadership theme. Remedial-educational supervision as described in the study appears as vertical but does not extend to the depth of therapeutic intervention. It is seen as an ethical act where consideration or recognition, rather than care, is a distinctive feature. Care may represent ”tacit” gender-loaded knowledge and needs to be discussed in educational contexts where supervision or tutoring is included in the special-remedial-teacher function.

This thesis is about special needs educational competence of educators working in collaborating teams within child and youth habilitation centres. The pedagogy of the moment stands for the decisions made by educators, based on their observations made when meeting the child in its different environments. These decisions build on educational theoretical and practical knowledge and experience developed through collaboration within interprofessional teams. The study was carried out through the use of focus groups consisting of professionals within different child and youth habilitation centres. The data consists of taped and transcribed focus groups discussions. Participants provided additional information concerning, estimations of the focus group session, their education and use of special needs educational assignments through additional questionnaires. The analysis focuses on how the educators conceptualise their competence and the dialogue in the group conversation. To facilitate the interactional analysis, a constructional key for the conversation was developed.

The educators within child and youth habilitation centers have not developed specific professional strategies, but instead, appear to have adapted a mission through structural means. Their competence appears contextually adapted and devel-oped within three spheres of activities. Their basic education is in the area of pre-school with theoretical focus on children’s normal development, pedagogical experience of working with groups of children, play and learning. On the basis of this background, together with experiences with toy library activities for children with disabilities, they have become one of the corner stone of child and youth habilitation centres of the 1980’s. In these centers, by tradition a mainly medical sphere of activity, they work in teams with family orientated habilitation, and have developed compe-tence for special needs educational intervention for children with disabilities. Special needs education is a supplementary field, which includes educators who are being trained for municipal operation. The educators use professional speech genres with colloquial language terminology, which is adjusted to its communicative context. The educators and their colleagues in the teams emphasize the importance of the educator bridging the medical, treatment and pedagogical contexts, together with a focus on child, parents and staff, at home and in preschool/school. A communicational genre has developed within the occupational group, where the educators reinforce rather than question each other when taking turns during interprofessional conversations. The competence of the educator is based on knowledge and experience when it comes to children, their development, play and learning. The thesis demonstrates that the main focus of the supplementary education increasingly lies on the pedagogical meeting with adults, mostly parents, around specific child. The practical pedagogical work for the child, playing as intervention as well as the specific special needs educational intervention is less conceptualised by the educators. They are requesting relevant research and theories to support their field of knowledge.

The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.

This thesis is concerned with creativity as an object of educational governance and a category of subjective identification. It studies a ‘creativity explosion’ in higher education in New Zealand, focusing on how fashion design students are being mobilized as subjects of creativity through ‘joined up’ modes of governance and technologies of educational choice. Using a poststructural ethnographic ‘methodology’ I explain how, from the late 1990s, models of educational governance began to appear dysfunctional and unable to deliver the attributes and capacities expected of citizens in a knowledge economy. I argue that creativity gained significance as a result of new ways of ‘thinking culture and economy together’. Neoliberal rhetorics representing creativity as flexible human capital and a generic, transferable skill needed by workers in the new economy, were articulated with liberal humanist notions about creativity, which are commonly understood and performed through the social categories of art. All kinds of individual and institutional actors took advantage of these shifting opportunity structures to position themselves with ‘creative’ identities. Within various cultural organisations, including universities, moves to strengthen a liberal agenda and retain creativity as a form of ‘arts knowledge’ with high cultural capital, rubbed up against counter-hegemonic strategies to enlist and develop more universal concepts about creativity as a collaborative endeavour, vital to new forms of capitalist enterprise. By historicising the context in which a new ‘normative doctrine’ of creativity has emerged, and by treating its theorisation as culturally performative, I develop the position that fashion design graduates, as ‘creative girls’, are highly productive performers in the new categories of cultural economy. However I argue that the creative girl occupies a subject position fitted to after-neoliberalised social and economic arrangements, not because she is shaped by neoliberal ideologies, but because she is made up by techniques and tactics of an ‘after-neoliberal’ governmentality. This demonstrates the mutual constitution of ‘creative economy’ and ‘creative persons’ and underlines the fact that despite after-neoliberal ambitions for managing education, there can be no simple cause and effect relation between higher education and economic performance.

Education is a neglected area within globalisation research, and, within educational research, very few studies have been devoted to transnational phenomena. In this study, transnational educational strategies are analysed as ingredients in social groups’ strategies, while the transnational investments of higher education institutions are understood primarily as resources in national educational field struggles. Three investigations are presented, two on Swedish students studying abroad – Paris and north-eastern USA – and one on transnational investments at educational establishments in Stockholm. The material consists of two surveys, interviews with Swedish students abroad and administrators at Swedish educational institutions, and analyses of statistics and documents. Central methods include those of geometrical data analysis, such as correspondence analysis and Euclidean classification, and interviews. The most significant concepts – field, capital and strategies – have been taken from Bourdieu’s sociological toolbox. The studies show that those who study in Paris constitute both a social and meritocratic elite, while the students in north-eastern USA have more social than meritocratic resources. Three types of transnational educational strategies appear. For one group of students, studies at prestigious higher education institutions constitute a complement to their main studies at leading Swedish counterparts. Another group has chosen to make nation-specific or international investments rather than invest in Swedish higher education. A third group comprises students lacking access to the Swedish system, and for whom studies abroad provide a second chance. One of the main results is that the most sought-after positions at foreign educational institutions are often attained through substantial investment in the Swedish educational system. The leading institutions have sufficient resources to ensure viability in a transnational educational market and take their place in exclusive networks. Those students who reach the top of the national hierarchies thus gain access to the most sought-after positions in a global educational market.

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This paper, supported by a theoretical background and one of the results of the research project Around the letter: reading, writing and transmission, located in the research area Principles of the educational processes of the master's program in Education of the Universidade Federal de Goiás, propose a discussion about the implications of the psychoanalysis field to the educational practice in the school everyday life. To guide such discussion, scholars of the pedagogical, didactic and psychoanalysis fields were chosen, on the one hand, because of the principles that guide the educational practice come, mainly, of the investigations developed by these two first knowledge fields and, on the other hand, the use of psychoanalysis contributions, took in Freud and Lacan explanatory studies, are shown in the interrogative form, originated in the lived educational field s impasses. To such discussion, we have begun by the organization of the determined educational practice, in the XVII century, by the scholar Jan Amós Comenius who was the creator of a work knew as Universal treaty of teaching everything to everybody . This treaty brought the promise of a form of teaching which was impossible not to learn. Since then, many others treaties were produced, however, even with all the theoretical papers, the impasses about how to educate, how to teach and how to learn are not simplified in many ways, always creating new expectations which could come from the educational scholars who investigate this plot, mainly when they produce or reproduce, based on classical studies about education and the object, knowledge and subject notions. In this paper, we are trying to reflect about the awareness, open, understandable and communicative educational practice questions that, besides, hold an opposite, an unconscious, complicated and not understandable dimension, which, even ignored, it is there and, nonchalantly, waves the formal and universal sense in which it is built. When the psychoanalysis refers to pedagogical and didactic fields, it calls these fields to consider the tension between the impossible and the necessary of the education and, in this way, to be more involved in its researches and proposals, with the characteristic that can appear inside the educational practice, in the family and in the school everyday life.
Esta dissertação, eminentemente bibliográfica, um dos resultados do projeto de pesquisa Em torno da letra: leitura, escrita e transmissão, situada na linha de pesquisa Fundamentos dos processos educativos do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás, propõe uma discussão a respeito das implicações do campo da psicanálise para a prática educativa no cotidiano escolar. Para encaminhar tal discussão foram escolhidos autores da área da pedagogia, da didática e da psicanálise, visto que, por um lado, os fundamentos que norteiam a prática educativa advêm, principalmente, das investigações desenvolvidas por esses dois primeiros campos do conhecimento e que, por outro, a utilização dos aportes da psicanálise, provenientes dos estudos de Freud e Lacan, não de caráter imperativo, mas interpelativo, apresenta-se de forma interrogativa, e não conclusiva, a partir dos impasses vivenciados no campo educativo. Para tal discussão, partiu-se da sistematização da prática educativa delineada, no século XVII, pelo educador Jan Amós Comenius, criador de um tratado conhecido como Tratado universal de ensinar tudo a todos , que trazia em seu bojo a promessa de uma forma de ensinar em que fosse impossível não aprender. Desde então, muitos outros tratados foram elaborados, no entanto constata-se que, mesmo com todo o aparato teórico, os impasses em relação a como educar, como ensinar, como aprender permanecem em muitos aspectos irredutíveis, gerando sempre novas expectativas que porventura possam vir dos teóricos da educação que se debruçam em investigar essa trama, principalmente quando elaboram ou reelaboram, com base nos estudos clássicos sobre a educação, as noções de objeto, de conhecimento e de sujeito. O que se busca refletir é que a prática educativa, além das questões conscientes, dizíveis, decifráveis, comunicáveis, comporta um avesso, uma dimensão inconsciente, irredutível, indecifrável, que, por mais que seja ignorada, não arreda o pé e, sem cerimônia, subverte o sentido formal e universal em que ela se edifica. A psicanálise ao se reportar à pedagogia e à didática convoca esses campos a levarem em consideração a tensão entre o impossível e o necessário da educação e, dessa forma, a se implicarem cada vez mais, em suas pesquisas e proposições, com o singular que pode emergir no interior da prática educativa, tanto no seio familiar quanto no cotidiano escolar.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation aims to analyze the production of knowledge of the quilombo graduates of the first field of the pedagogy course at UFPB through the category participation. Our specific objectives seek to discuss the participation category expressed in the monographs of the Maroons students; identify how popular education contributes to the educational process; verify participation emerging from the production of knowledge generated by the Maroons graduates and what perspectives theoretical and methodological addressed in the monographs of the Maroons young Community. From a methodological point of view, the research was based on bibliographic study is a qualitative and exploratory nature, taking account of the dialectical method. Data analysis technique used as content analysis. It could be observed that the formation of these subjects, previous to the university, made sure they possess a specific look both in popular culture, as in the struggle and resistance class oppression, ethnic and territorial in which they live. However, in the monographs it was found that the college gives them a systematization and reflection of social problems. From the concrete practice of their realities, prior to the course, the questions that resulted were later brought in his monograph. The immediate reality was being held. Subsidized by the critical theories, reflect on their practices were beyond immediate appearances, unveiled, discussed, studied critically, sought deeper on the topics questioning them, and from such reasons, returned to practice to try to transform it. Based on the foregoing we can consider that in all monographs was present critical participation through organicity provided by academic. Participatory processes analyzed in the monographs, subsidized by the People's Education, were strengthened by providing the face of the dominant hegemony.
A presente dissertação objetiva analisar a produção do conhecimento dos quilombolas egressos do primeiro Curso de Pedagogia do Campo na UFPB, à luz da categoria participação. Nossos objetivos específicos buscaram discutir a categoria participação expressa nas monografias dos estudantes quilombolas; identificar como a Educação Popular contribuiu com o processo educativo; verificar a participação que emerge da produção do conhecimento gerada pelos egressos quilombolas e quais perspectivas teórico-metodológicas abordadas nas monografias dos jovens quilombolas da Comunidade. Do ponto de vista metodológico, a pesquisa se apoiou no estudo bibliográfico, de cunho qualitativo e exploratório, fundamentando-se no método dialético. Para análise dos dados utilizamos como técnica a análise de conteúdo. Foi possível perceber que a formação desses sujeitos, anterior à universidade, fez com que eles possuíssem um olhar específico tanto na cultura popular, quanto na luta e resistência à opressão de classe, étnica e territorial em que vivem. Porém, nas monografias foi constatado que o curso superior proporcionou a eles uma sistematização e reflexão de problemáticas sociais. A partir da prática concreta de suas realidades, anterior ao curso, foram provocadas as indagações que resultaram posteriormente em suas monografias. A realidade imediata foi sendo teorizada. Subsidiados pelas teorias críticas, refletiram sobre suas práticas, foram além das aparências imediatas, desvelaram, discutiram, estudaram criticamente, buscaram aprofundamento sobre os temas problematizando-os e, a partir dessa fundamentação, voltaram à prática para tentar transformá-la. Ante o exposto podemos considerar que em todas as monografias estavam presentes a participação crítica através da organicidade proporcionada pela formação acadêmica. Os processos participativos analisados nas monografias, subsidiados pela Educação Popular, foram fortalecidos proporcionando o enfrentamento da hegemonia dominante.

This research was conducted from an anthropology narrative approach and based on semistructured conversation interviews with four Thai women who owned their own businesses and therefore were in a leadership position. The purpose was to get a picture of women leadership in the working life in Thailand. Focus was to find characteristics in their leadership, in the way they became leaders, their forces, how they thought of their leadership and which attitudes they met from society. This was analysed using the theory from Hofstede with five dimensions on cultures and also from democratic and authoritarian leadership. The result showed both similarities and differences. Similarities, such as the respondents being strong, hard working women running a family business and mostly using a democratic leadership and were forced to stand by themselves at the same time as they cared a lot about relations. It appeared that the Thai society was changing; there the women got a more prominent role in the working life, which embodied a more feminine culture with smaller power distances.

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This research deals with the proposal for a teacher training course held by the social peasant movements, identifying the theoretical and methodological frameworks that support the Rural Education. The research subject is the political-pedagogical proposal contemplated the course of degree in Pedagogia da Terra (Field Pedagogy) developed by the Universidade Federal do Maranhão (UFMA) through the Programa Nacional de Educação na Reforma Agrária (National Program of Education on Agrarian Reform) (PRONERA), revealing the principles and conceptions guiding the formation of the land educator. This research has qualitative character, carrying out through documentary and bibliographic intepretative analysis. To better understand, was used also semi-structured interviews with the subjects who participated in the operation of the course of Pedagogia da Terra PRONERA-UFMA. Bibliographical research allowed us to understand the forms of organization and control strategies outlined by the movements of the field throughout the history of Brazil, and understand the construction process of the educational project for the peasants people. The educational practice of the movements of the field are ways to pressure the Government to implement public policies aimed at land reform, education and other rights. The investigation showed the existence of different projects of education and teacher training: one designed in accordance with the neoliberal ideas and other produced throught the mobilization of individuals who lived and work in the field. Among the most important achievements station the Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (Operational Guidelines for Basic Education in Rural Schools), in addition to PRONERA, where to systematize various educational projects. The authors that supported this research are: ARROYO (1999, 2010); LDB (1996); Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (2001); CALDART (2004, 2009, 2000, 2008); COUTINHO (2009); DAMASCENO (1996, 1993); DELGADA (2005, 2010); FERNANDES (2004, 2005, 2001); MOLINA (1992, 2004); RIBEIRO (2010) Complementing the understanding of the educational project of social movements, the documentary analysis of the training proposal of the Pedagogia da Terra Course (UFMA) and education legislation enabled the identification of intentions and formative principles the oppose the hegemonic conception of education, which devalues country culture. However, the proposal of said course introduces innovative educational alternatives the recognize the specificities belonging to peasant populations.
Esta pesquisa aborda a proposta de formação de educadores do campo defendida pelos movimentos sociais camponeses, identificando os referenciais teórico-metodológicos que fundamentam a Educação do Campo. O objeto de pesquisa trata da proposta político-pedagógica contemplada no curso de Licenciatura em Pedagogia da Terra desenvolvido pela Universidade Federal do Maranhão através do Programa Nacional de Educação na Reforma Agrária (PRONERA), evidenciando os princípios e concepções orientadoras da formação do pedagogo da terra. Esta pesquisa possui caráter qualitativo, realizando-se por meio da análise interpretativa documental e bibliográfica. Visando uma melhor compreensão, utilizou-se, ainda, entrevistas semiestruturadas com os sujeitos que participaram da operacionalização do curso de Pedagogia da Terra PRONERA/UFMA. A pesquisa bibliográfica permitiu-nos perceber as formas de organização e as estratégias de lutas traçadas pelos movimentos populares do campo ao longo da história do Brasil, bem como compreender o processo de construção do projeto educativo para os povos camponeses. A prática educativa dos movimentos do campo são meios de pressionar o Estado para a implementação de políticas públicas voltadas a reforma agrária, educação e outros direitos. A investigação demonstrou a existência de projetos distintos de educação e formação de professores: um concebido em concordância com o ideário neoliberal e outro produzido através das mobilizações dos sujeitos que vivem e trabalham no campo. Entre as conquistas mais importantes estão as Diretrizes Operacionais para a Educação Básica nas Escolas do Campo, além do PRONERA, onde se sistematizam vários projetos educativos. Os autores que embasaram esta pesquisa são: ARROYO (1999, 2010); LDB (1996); Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (2001); CALDART (2004, 2009, 2000, 2008); COUTINHO (2009); DAMASCENO (1996, 1993); DELGADA (2005, 2010); FERNANDES (2004, 2005, 2001); MOLINA (1992, 2004); RIBEIRO (2010). Complementando o entendimento sobre o projeto educativo dos movimentos sociais, a análise documental da proposta de formação do Curso de Pedagogia da Terra da UFMA e da legislação educacional possibilitou a identificação das intencionalidades e princípios formativos que se contrapõem à concepção hegemônica de educação, que desvaloriza a cultura do campo. Contudo, a proposta do referido curso apresenta alternativas inovadoras de educação que reconhece as especificidades pertencentes às populações camponesas.

This C-essay is a qualitative study designed to create a basis for understanding how managers involved in school affairs perceive the impact of merit points on students’ chances to continue on to higher education and how this will affect individuals' life chances. The study is based on three interviews with managers involved in school affairs. In this paper grades, merit points and socioeconomic class differences are discussed. The aim of this paper is to answer the following questions:  What impact does merit points in language studies and the way different languages are valued, in the system, have for the individual and for society?  Who are the winners in the new grading system and who are the losers; how are different socioeconomic groups affected? The material was interpreted with the help of a report written by Ingrid Nordqvist and Monica Langerth Zetterman called "Secondary School competition field-a regional perspective", a paper written by Helen Raven who did a study on grades, national tests and social reproduction and the Frenchman Pierre Bourdieu's theories. The results show that class differences will increase and that it will be difficult to rise in the social hierarchy in the future.

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The following thesis analyses the knowledge production brought by pedagogical practices and final papers of the Bachelor's Degree Course on Pedagogy of the Educational National Program of Agrarian Reform developed by the Federal University of Paraíba during the years 2008 to 2011. The goal of this analysis is to identify possible changes and contradictions generated by the production of knowledge; following the dialogue between logic, knowledge and the everyday practices of both country subjects and the university's during the process of graduation in alternating times and learning areas. We presents the hypothesis that the relationship between farmers (also the countryside social movements) and teachers/researchers from the university fosters the challenge of creating new ways of knowledge production within the academic community, thus overcoming the individualistic and competitive mindset of the capitalist market and producing an emancipating type of knowledge, more in line with the social character of science. Another consequence of this relationship is the insertion of different theoretical-methodological incursions on the academy's production method. The research's data consists of two distinct, although complementary, techniques: interviews and epistemological analysis. The interview gathered memories and teachers‟ statements on the possibilities and difficulties of the complex interplay between scientific knowledge and folklore experienced during alternating pedagogical practices and final paper counseling. The epistemological analysis was applied to the final papers so as to reconstitute the internal logic of that knowledge production, identifying the articulation between techniques, methods, theories, relations between the subjects and objects of knowledge, world-view, and the ideological implications present in these researches. During this process we highlighted the influences of both the folklore and scientific knowledge on the papers and identified three different intercession locations: field experience and country work as a starting point and thematic universe of the research objects; emancipatory and practical interests guided the student authors‟ goals towards using scientific research as an avenue of change for their rural communities and the relationship between the researcher-subject, coming from a rural background, the subjects and the contexts, also rural farmers, turned research-action participants. On this study we establish that the dialogue between popular and scientific knowledge is fundamental on rural students‟ knowledge production and, supported in theory, practice and application, creates changes on knowledge both as activity and product, according to the concept of education, theoretical-methodological guidance of academic activities and the social role of college and science, thus legitimizing the construction of a popular college and therefore, a popular science.
Esta tese investiga a produção do conhecimento evidenciada nas práticas pedagógicas e nos trabalhos de conclusão do Curso de Licenciatura em Pedagogia do Programa Nacional de Educação na Reforma Agrária desenvolvido na Universidade Federal da Paraíba no período de 2008 a 2011. O objetivo da presente análise é identificar as possíveis mudanças e contradições geradas na produção do conhecimento, tendo em vista o diálogo estabelecido entre as lógicas, os saberes e as práticas dos sujeitos do campo e da universidade durante o processo de formação superior em alternância de tempos e espaços de aprendizagem. Apresentamos a hipótese de que o relacionamento entre camponeses/movimentos sociais do campo e professores/pesquisadores universitários implica no desafio de conceber novas formas de produção de conhecimento no interior da instituição universitária, superando a visão individualista e competitiva do mercado capitalista, produzindo um conhecimento emancipatório, invocando o caráter social da ciência e injetando em seu modo de produção diferentes incursões teórico-metodológicas sob a perspectiva da Ecologia dos Saberes. A materialidade da pesquisa se apoiou em duas técnicas distintas que, porém, se fizeram complementares: entrevista e análise epistemológica. A entrevista serviu à coleta de memórias e declarações de professores do Curso sobre as possibilidades e as dificuldades no intercâmbio entre o conhecimento científico e o conhecimento popular camponês vivenciado nas práticas pedagógicas em alternância e durante o processo de orientação das pesquisas de conclusão de curso. A análise epistemológica foi destinada aos trabalhos de conclusão de curso a fim de reconstituir a lógica interna da produção do conhecimento, identificando a articulação entre as técnicas, os métodos, as teorias, as maneiras de relacionar o sujeito e o objeto do conhecimento, a visão de mundo e as implicações ideológicas implícitas naquelas pesquisas. No decorrer dessa análise epistemológica, situamos os lugares ocupados pelo popular e pelo científico nas produções e identificamos três momentos de diálogo entre eles: quando a realidade de vida e trabalho no campo é o ponto de partida e serve de universo temático das problemáticas sobre o qual se debruçam as pesquisas; no interesse emancipatório e prático evidenciado na postura comprometida dos estudantes pesquisadores ao buscarem caminhos de transformação da vida social nas comunidades rurais com o subsídio da ciência e da prática da pesquisa; e na relação intrínseca entre o sujeito pesquisador, forjado no território camponês, e os sujeitos e os contextos, também camponeses, constituídos como objeto de pesquisa e ação. Com esse estudo, compreendemos que o diálogo entre o popular e o científico tem lugar de destaque na produção do conhecimento dos estudantes camponeses e, edificado em teoria, prática e aplicação, estabelece mudanças no conhecimento enquanto atividade e produto, na concepção de educação, na condução teórico-metodológica das atividades acadêmicas e no papel social da universidade e da ciência e, assim, legitima a possibilidade de construção de uma universidade popular e, portanto de uma ciência popular.

This study concerns the experiences and feelings students in intermediate school gain from the changing room to sports class. It is a qualitative study with a socio-cultural approach, which has been analysed in a hermeneutic way. The students’ voices have been heard through interviews and questionnaires, and furthermore, to get a broader perspective, adults working in school, have also been interviewed. The study shows that many children feel discomfort without clothes in the changing room, furthermore that the absence of adults in this room may add to exercise of power amongst the student, like abuse, direct- and indirect threats or to exclude someone from the group. As a result, this could lead to consequences like students absence from school, lies and feelings of guilt. It could also influence other subjects in school if the absence is high or if the student has difficulties in concentrating in other subjects due to anxiety. The study also shows how important it is for all adults present in school to be observant and sensitive to what students say or to how they react in different situations since bullying and abuse is hard to talk about.

Nonostante i suoi sforzi, il sapere pedagogico risulta ancora incapace di dire qualcosa di nuovo, rispetto agli altri saperi, circa l’educazione, la società e la cultura. Mentre la pedagogia si impegna soprattutto a produrre una sempre maggior quantità di finalità educative, la sua possibilità di dire qualcosa di nuovo circa l’educazione sembra invece legata a una inesplorata interpretazione di tre concetti importanti: quelli di scienza, epistemologia e critica. Assunti radicalmente, questi tre concetti potrebbero cambiare il rapporto tra la pedagogia e l’educazione, colmando anche la storica e riconosciuta spaccatura tra teoria pedagogica e prassi educativa. Nella seconda parte del lavoro, ho studiato e analizzato il pensiero pedagogico di Riccardo Massa, evidenziandone la capacità di rispondere proprio a quei criteri di scientificità e criticità. Massa propone di studiare l’educazione nei termini di uno specifico “campo” di esperienza . Seguendo per primo questa strada, il pedagogista arriva alla formulazione di una precisa teoria della consistenza e del funzionamento del campo educativo . L’educazione, secondo lui, funziona come un “dispositivo”, cioè come un meccanismo, fatto di specifici elementi e di specifici livelli di forza. Nel terzo passaggio del lavoro, al fine di mostrare la capacità trasformativa della teoria massiana – in termini di lettura e progettazione delle pratiche educative –, ho avanzato una proposta di strutturazione e gestione alternative per dei reparti ospedalieri di riabilitazione, e anche una nuova idea di progettazione e conduzione del lavoro educativo con le famiglie.
Though its toils, pedagogy is still unable to say something new about education, society and culture. It continues only to produce all sort of teleologies, that is a large quantity of finalities for education. On the contrary, possibility to say something new about education seems linked to a new interpretation of three important concepts: science, epistemology and criticism. They could really let pedagogy to start a new connection with its object (education). In the second part of the work, I try to think of Riccardo Massa’s speech again. I consider his pedagogy as a new theory, able to think education as a particular “field” of experience. Education, in the opinion of Riccardo Massa, is a “device”, that is a mechanism made by specific elements and specific force levels. In the third part of the research, first, I try to use “device” theory to show a new possible way to structure and to run a rehabilitation ward. Finally, I try to use the same theory to show a new possible way to plan educational work with children families.

The main question of this research is whether it is possible - and if so, under what conditions - to carry out scientific research in the field of education. The first research step was a systematic and in-depth examination of Nineteenth-century epistemology. The aim of this study was to comprehend the key issues that have questioned the notion of science, the search of truth in science, scientific progress and contemporary scientific practice. Through this exploration, it was possible to examine how the aspects which make up what we call science, can help us to define the particular field of research in education. The first survey allowed the development of a set of diagnostic tools to assess the epistemic model that implicitly affects our understanding of scientific research in the field of education. In the third chapter, we assess whether the different ways in which the research in the education field (research on education/educational research; educational research-pedagogical research) are understood to generate cognitive progress. What emerges from this analysis is that the research is conceived as empirical research, so it doesn’t produce cognitive progress. Therefore, we reflect on the possibility to use lakatosian methodology in education field research. As a result, we propose a new set of methodological rules and a new function of the theoretic and empirical factors.
La questione principale attorno a cui ruota l'intera ricerca è la seguente: è pensabile e dunque praticabile e, se sì in che termini, la ricerca in ambito educativo come ricerca scientifica? A partire da questa questione, abbiamo ritenuto di fondamentale importanza un'incursione sistematica e in profondità nell'epistemologia del '900, al fine di poterci impossessare con rigore delle questioni cruciali, ovvero: la stessa nozione di scienza, il problema della ricerca della verità nella scienza, e dell’avanzamento conoscitivo . Grazie a questa esplorazione è stato possibile esaminare in che modo, gli aspetti costitutivi di ciò che chiamiamo scienza, possano aiutarci a delimitare una regione particolare di quel territorio, la ricerca scientifica ambito educativo. Questa prima indagine ci ha consentito di ricavare un insieme di strumenti diagnostici attraverso i quali compiere una valutazione epistemica dei documenti internazionali implicitamente assunti nel modo corrente di intendere la ricerca scientifica in ambito educativo. All'interno del terzo capitolo abbiamo cercato di comprendere se i diversi modi in cui viene intesa la ricerca in ambito educativo (research on education - educational research/ ricerca pedagogica - ricerca educativa), permettano di generare avanzamento conoscitivo. Da questa analisi è emerso che tale ricerca è principalmente concettualizzata come ricerca empirica e, conseguentemente, non genera progresso conoscitivo. A partire da questa constatazione è stato proposto l’innesto della ricerca in ambito educativo sulla metodologia dei programmi di ricerca lakatosiana. In questo modo è stato possibile ripensare ad una prima sistemazione delle regole metodologiche fondamentali e una revisione dell’impianto della ricerca assegnando una nuova funzione al fattore teorico e al fattore empirico.

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This survey deals masters of places and senses of education of the field in the initial training of teachers in the courses on the Pedagogy of the Universidade Federal da Paraíba-UFPB and is linked to the line of Pesquisa of Educational Policies in the Graduate Program of Education Center, UFPB - (PPGE/UFPB. We take as epistemological floor of this research the Pedagogy Paulo Freire and its incidence in the educational field, which signals the possibility of building a pedagogy of freestion. For us, the possibility of building a pedagogy of Liberation brings enmeshed in itself the need to ask questions of the model of society in which the educational policies and practices are seated. Carries in itself the urgency to consider how and in which places enunciative lie the curricula of the training of (the) Pedagogues (the) /teachers (as) and, consequentely, which posts and the senses that the Field Education occupies in these curriculum? Thinking in that way, we can say that the formation of Pedagogues (the) / teachers (the) acquires a fundamental importance in the processes of materialization of policies for the education of peoples of the field (Rocha, 2010), and at the same time, may not be the margin of a project of education that is melted in a prospect of constructing a pedagogy of liberation. As lens of interpretation of reality, we adopted the perspective of praxis freireana, seeking to substantiate the construction process of humanisation described by Freire (1978; 1987; 1992; 1993; 2010). The approach of the research is qualitative and we work with documentary analysis. For dealing with and analysing the data, we used the Content Analysis (Bardin, 2004; trench, 2003), through the thematic analysis technique. The analyzed data pointed to two perspectives of formation of a pedagogue (a) / professor (a) in undergraduate in focus. The intersection between these perspectives of training for teachers (the) /teachers (the) to act in the field is found mainly in the moment in which one of its purposes is to ensure a schooling which works on respect for singularities of peoples excluded. Then, we believe that the dialog between the same prospects and the popular movements and social field means the possibility to take, in the field of formation of pedagogues (the) / teachers (the), a positioning the coping of absences and invisibility imposed historically by neutralising/oppression of peoples excluded, among them the peoples of the field. By relying on Giroux (1999), we can infer that this dialog, unlike be spontaneous, is the possibility of tensions and conflicts that build new possibilities for the formation of a pedagogue (a) /teacher (a) on campus I from UFPB. This is a dialog that will not be productive, danger say, if you walk in the direction of recreating, in its synthesis, a new proposal for training which works in heterogeneity. It should also say that we are considering that this dialog is based on the understanding of a Field Education as the territory of the production of knowledge that can be established beyond the sling, colonial and modern hegemonic through dialog inside-outside the University.
Esta pesquisa de mestrado trata dos lugares e dos sentidos da Educação do Campo na formação inicial de professores nos cursos de Pedagogia da Universidade Fede-ral da Paraíba – UFPB e está vinculado ao Núcleo de Pesquisa de Políticas Educa-cionais do Programa de Pós-Graduação do Centro de Educação da UFPB – PPGE/UFPB. Tomamos como chão epistemológico desta pesquisa a Pedagogia Paulo Freire e sua incidência no campo educacional, que sinaliza para a possibilida-de de construção de uma Pedagogia da Libertação. Para nós, a possibilidade de construção de uma Pedagogia da Libertação traz enredada em si a necessidade de questionarmos o modelo de sociedade no qual as políticas e práticas educacionais estão assentados. Traz em si a urgência de pensarmos como e em quais lugares enunciativos situam-se os currículos da formação dos (as) Pedagogos (as) /Professores (as) e, consequentemente, quais os lugares e os sentidos que a Edu-cação do Campo ocupa nestes currículos? Pensando dessa forma, podemos dizer que a formação de Pedagogos (as) / Professores (as) adquire uma importância fun-damental nos processos de materialização das políticas para a Educação dos povos do Campo (ROCHA, 2010), e ao mesmo tempo, não pode estar à margem de um projeto de educação que se funde em uma perspectiva de construção de uma Peda-gogia da Libertação. Como lente de interpretação da realidade, adotamos a perspec-tiva da práxis freireana, buscando fundamentar a construção do processo de huma-nização descrito por Freire (1978; 1987; 1992; 1993; 2010). A abordagem da pesqui-sa é qualitativa e trabalhamos com análise documental. Para tratar e analisar os da-dos, utilizamos a Análise de Conteúdo (Bardin, 2004; Vala, 2003), através da técnica da Análise Temática. Os dados analisados apontaram para duas perspectivas de formação do pedagogo (a) / professor (a) nos cursos de Licenciatura em foco. A in-tersecção entre essas perspectivas de formação de pedagogos (as) /professores (as) para atuar no Campo encontra-se principalmente no momento em que um dos seus fins é garantir uma escolarização que se paute no respeito às singularidades dos povos excluídos. Então, acreditamos que o diálogo entre as mesmas perspecti-vas e os movimentos populares e sociais do Campo significa a possibilidade de se assumir, no campo da formação dos pedagogos (as) / professores (as), um posicio-namento de enfrentamento das ausências e invisibilidade impostas historicamente pela subalternização/opressão dos povos excluídos, entre eles os povos do Campo. Apoiando-nos em Giroux (1999), podemos inferir que esse diálogo, ao contrário de ser espontâneo, é possibilidade de nas tensões e conflitos se construir novas possi-bilidades para a formação do Pedagogo (a) /Professor (a) no campus I da UFPB. Diálogo este que não será produtivo, arriscamos dizer, se caminhar no sentido de recriar, em sua síntese, uma nova proposta de formação que se paute na heteroge-neidade. Convém ainda dizer que estamos entendendo que esse diálogo baseia-se na compreensão de uma Educação do Campo como território de produção de co-nhecimento que pode se estabelecer para além das amarras hegemônicas, moder-nas e coloniais através do diálogo dentro-fora da Universidade.