O espírito de horror à vida educativa nos campos: a educação rural paulista nas décadas de 1930 e 1940

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Ideologia industrial x cultura rural: o método SESI de ensino em uma escola rural

This study compares two educational practices: the Rural School method (Escola do Campo) and the SESI teaching method, suggesting that the latter one is inefficient when applied to rural schools, as illustrated with a case study of a rural school that was obliged to adopt this method in 2012. The epistemological basis of a dialogical pedagogy for rural education has been used in order to criticize the practices of a method whose origins in the industrial ideology and in consumerism promotes a true cultural invasion, according to Paulo Freire, hindering the students' dialogues with respect to the ways of life in rural areas and in towns – an interaction that assured school performance in the previous educational system, which has been arbitrarily discontinued by the political power. Different surveys were used in this study for both compared cases, specially dissertations that have evaluated the Rural School project (Projeto Escola do Campo), adopted in Araraquara in 2004, a dissertation about the SESI teaching method that has discussed its new didactic material and, also, an evaluation of the contents of a representative sample of textbooks of History, Geography, Sciences and Mathematics for the 6th grade of elementary school. It is a theoretical text, not an essay, considering that it is based on concrete situations, which were explained using researches on the implicit themes and summarizes the analytical procedures that have allowed to unveil, in the textbooks prepared by SESI, the stimulus and the valorization of consumerism, without any criticism and environment concerns.

Políticas educacionais no município de Rosana: a municipalização da educação nas escolas de ensino fundamental do assentamento Gleba XV de Novembro - um projeto de política social ?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Imperialismo e educação do campo: uma análise das políticas educacionais no estado de Rondônia a partir de 1990

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A coleção de leitura escolar: série Thales de Andrade (1928-1964) : reflexões sobre leitura escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os processos de territorialização e desterritorialização da educação do campo no sudoeste do Paraná

Pós-graduação em Geografia - FCT

A construção do projeto político-pedagógico das escolas do campo do município de Araraquara

This study aimed to analyze the process of developing and implementing a politicalpedagogical project for rural schools in the city of Araraquara, focusing on one of the schools served. This is an ethnographic qualitative study. The instruments of data collection were participant observation, semi-structured interviews and documentary analysis. It was observed are a change in the community organization throughout the process, with regard to a more active attitude on the part of its members, who have pursued other means to claim the fulfillment of their demands by the Government and relevant institutions, which points to the pedagogical character of participation in the movement to fight for the education they desire. It was also noticed a process of re-signification by the subjects, of their own community identity while seated in an agrarian reform project, as well as a more effective participation of those in everyday life and school organization. It was also observed changes in indicators of school, with an increase in the achievement of students as well as reducing the dropout rate to zero, and the reduction of absenteeism of teachers.

Olhares acerca da construção cotidiana de uma escola do campo

The education of children and youth in the rural areas, with the social movements of struggle for land, returns to a place of relevance and is repositioned on the political agenda. This study aims to analyze the process of development and implementation of a pilot project of schools in the rural area of the city of Araraquara, focusing on the subjects’ perception of the region. We adopted a qualitative ethnographic approach, with the following instruments of data collection: participant observation and semi-structured interviews. It was found that the project which was built through a process of struggle of a community in an adversarial relationship with the municipal government, which itself is struggling in an exercise of cultural emancipation and the construction of citizenship. Thus it finds itself in a habit of cultural resistance and in areas that has its effects on representation and social transformation within the community. Notwithstanding, those who participated in the process of the struggle and implementation have been transformed along the way, salvaging their self-esteem, history and a sense of belonging to a community.

O sertão literário na contemporaneidade: Guimarães Rosa e Ronaldo Correia de Brito

The text analyses the way in which regionalism, centered in the representation of social and human relations and related to universalism, has been applied to Guimarães Rosa and the way in which it appears nowadays in the work of Ronaldo Correia de Brito. This aim is pursued by means of reflections on the survival of the expression regionalism, its application to the work of Guimarães Rosa – especially in one composition of Tutameia – and its contemporary reappearance in a short story by Correia de Brito.

Entendimentos a respeito da matemática na educação do campo: questões sobre currículo

Pós-graduação em Educação Matemática - IGCE

Memórias de uma Escola Isolada Rural: estudo de um Livro de Visitas (1928-1948)

Cet article étudie le livre de visites de l'ancienne école mixte de la Fazenda Ponte Alta/Bela Vista, liée au groupe scolaire de la ville de Bariri, dans l'état de São Paulo (SP). À partir des registres de vingt ans d'activités (1928-1948), nous retraçons les exigences des inspecteurs primaires et si ces exigences provenaient (ou non) de professeurs et de la communauté paysanne pour ébaucher un cadre socio-historique de l'enseignement des premières lettres dans la zone rurale de l'intérieur de l'état de São Paulo. Il en résulte que le discours qui défendait l'égalité de chances pour les populations urbaines et rurales négligeait généralement le besoin de promouvoir l'égalité de conditions pour que la communauté rurale puisse profiter des chances qui lui étaient promises.

Uma escola para homem rural: a cultura popular, os camponeses e o movimento de educação de base (1960-1964)

Nos idos dos anos 1960, a intervenção sobre a cultura popular tornou-se um suposto da ação política de agentes modernizadores da sociedade brasileira. Por meio da Conferência Nacional dos Bispos do Brasil (CNBB), a Igreja Católica elaborou um projeto educacional de dimensão nacional, articulando suas emissoras de rádio no território brasileiro aos centros de educação radiofônica rural e criando, em 1961, o Movimento de Educação de Base (MEB). Os pressupostos teóricos e filosóficos do Movimento transcendiam as questões do aprendizado formal e pautavam-se por estratégias de ação da Igreja sobre os problemas de crescimento econômico e desenvolvimento social das regiões pobres brasileiras. O artigo em questãoversa sobre o camponês que participou do MEB e suas experiências escolares, avaliando os preceitos de educação rural, educação cívica e alfabetização de adultos propostos na ação dos agentes e das instituições modernizadoras do campo brasileiro. Analisamos os processos de assimilação e resistência do camponês aos princípios e projetos modernizantes externos à sua cultura. Novos ritmos de tempo, novas representações e novos significados foram introduzidos pela escola sobre práticas culturais seculares do campesinato brasileiro. No MEB, tal fenômeno resultou tanto na assimilação dos novos estímulos trazidos pela escola, quanto na insurreição de costumes e hábitos interligados às funções ritualísticas e costumeiras do indivíduo e/ou da comunidade rural.

Ensino primário tipicamente rural no Estado de São Paulo: um estudo sobre as Granjas Escolares, os Grupos Escolares Rurais e as Escolas Típicas Rurais (1933-1968)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Educação no campo e educação rural: distinção necessária para compreensão da realidade geográfica

The work’s objective is to point out the difference between rural / urban and country side / city, drawing on the historical process of formation of the terms and analyzing the current dichotomous and continuous, to clarify the concepts of education in rural and rural education, in an attempt to differentiate these types of education in accordance with the schools. Also works with the different conceptions of children, adolescents and youth of the rural that are mostly students from schools in the 1st and 2nd grade. On empirical evidences, we try to adapt the concepts studied in the School Municipal Agricultural Engenheiro Rubens Foot Guimarães, Rio Claro, SP