This study examined perspectives of the trip to/from school and travel mode choice among parents who differed in socio-economic status (SES), and whose children attended schools located in different areas (i.e., urban vs. inner-suburban) across Toronto. Thirty-seven parents (20 active and 17 non-active travelers) of grade four to six students from four elementary schools (capturing diversity with respect to built environment and SES) participated in qualitative interviews after taking photos of their trip to/from school. Data were analyzed using thematic analysis linking the text and visual data. School travel was a habitual behaviour involving a 2-step parental decision-making process; these decisions were influenced by different factors. While escort decisions were dictated by safety concerns, the behavioural cost and reinforcing value of travel mode alternatives dictated mode choice. Strategies addressing these behavioural cost and reinforcing value factors may be helpful in making walking to/from school the quickest and most convenient choice.

This study examined perspectives of the trip to/from school and travel mode choice among parents who differed in socio-economic status (SES), and whose children attended schools located in different areas (i.e., urban vs. inner-suburban) across Toronto. Thirty-seven parents (20 active and 17 non-active travelers) of grade four to six students from four elementary schools (capturing diversity with respect to built environment and SES) participated in qualitative interviews after taking photos of their trip to/from school. Data were analyzed using thematic analysis linking the text and visual data. School travel was a habitual behaviour involving a 2-step parental decision-making process; these decisions were influenced by different factors. While escort decisions were dictated by safety concerns, the behavioural cost and reinforcing value of travel mode alternatives dictated mode choice. Strategies addressing these behavioural cost and reinforcing value factors may be helpful in making walking to/from school the quickest and most convenient choice.

Learner mobility and active school travel (AST) has been proposed to improve school attendance and academic performance. In South Africa, approximately 86% of learners have been reported as walking to and from school. AST in Africa is becoming less common in urban areas, and this may be a contributing factor to the increased risk and frequency of noncommunicable diseases due to decreased physical activity. The aim of this wait-list controlled evaluation was to assess the physiological and cognitive changes of access to a bicycle versus walking on adolescents. Specifically, changes adolescent's physical activity levels and executive function in a South African low-income community. Two schools were recruited, with the evaluation school receiving bicycles and the control a school who were yet to receive bicycles. Significant differences were observed across the physiological and executive function assessments. Most notably in the executive function tests, the evaluation group showed significant time to completion decreases across all three tests (N-Back, Arrow Flanker, WCST: p< 0.001). The results from this study are significant, as they are the first to assess anthropometric, physiological and executive function in South African adolescents from low-socioeconomic regions. It is evident that there are potential improvements in working memory, inhibition and shifting due to cycling as a mode of AST or during leisuretime. Further research needs to determine the specific mechanisms associated with these improvements.

Background There are concerns over the low proportion of young people in the Kingdom of Saudi Arabia [KSA] who regularly participate in physical activity [PA] (Al-Hazzaa, 2004; Al-Hazzaa, et al., 2011). Schools have a unique opportunity to promote PA and provide adequate PA opportunities for young people via the formal/informal curriculum, school sports programmes, and out-of-hours PA (Dobbins et al., 2009). However, implementing effective PA promotion programmes in schools is a challenge and requires consideration of a range of factors. In Saudi Arabia context, the secondary boys school PE programme comprises two main elements: 1) the PE curriculum which is compulsory for all students and includes one 45 minute PE lesson per week; 2) the extra-curricular programme which is optional and comprises the Internal Physical Activity Programme (IPAP) and the External Physical Activity Programme (EPAP). The IPAP activities occur during breaks between lessons whilst the EPAP takes place after school. Both are delivered by PE teachers. Research Aims The aims of this study were: 1) To investigate the nature and extent of the promotion of PA in boys secondary schools in Saudi Arabia. 2) To explore physical education teachers perspectives on the promotion of PA in boys secondary schools in Saudi Arabia. 3) To identify the factors that influence the promotion of PA in boys secondary schools in Saudi Arabia. Theoretical Framework The theoretical framework for the study was based on Social Cognitive Theory (Bandura, 1997) which presumes that PA behaviour is influenced by: personal characteristics; behavioural factors; and environmental factors. In addition, the Active School model (Cale, 1997; Cale & Harrris, 2005) was utilised as a conceptual framework, guiding the investigation of PA promotion within schools and the analysis of data. Methodology In order to investigate the research questions, a two phased mixed method (Creswell, 2009) research project was carried out. Phase one involved a detailed survey questionnaire, informed by the Active School model, which was designed to gather information about PE teachers policies, practices and views with respect to the promotion of PA. The questionnaire s validity was enhanced via a number of Saudi experts who confirmed its appropriateness for use in the Saudi context. Moreover, a pilot study was undertaken to obtain valuable feedback relating to the format, content and clarity of both the survey questionnaire and interview schedule before the main study. The questionnaire was distributed to all secondary boys schools in Riyadh in KSA (N=181 schools). The response rate was 52%. The Statistical Package for Social Sciences (SPSS) version 17 was employed in the analysis of the data. Phase two involved semi-structured interviews. Prior to conducting these, the interview schedule was piloted at one secondary school. Six PE teachers drawn from the survey sample were interviewed and the interview data were then transcribed and analysed using MAXQD10 software. Research Findings The survey revealed that two thirds of the secondary boys schools had a plan or policy for the promotion of PA, and almost 70% of PE teachers thought that their school significantly contributed to the promotion of PA. Games activities (e.g. football) dominated the PE curriculum, and the majority of schools also organised inter-school games competitions (e.g. league). In contrast, exercise and fitness-related activities (e.g. circuit training) were less common within the schools PE curricula. The PE curriculum was viewed by the teachers as the most important avenue to promote PA, followed by the IPAP and EPAP (95%, 91% and 73% respectively). Sports/activity facilities varied between schools, particularly in terms of indoor facilities, and over half of the PE teachers considered their indoor and outdoor facilities to be inadequate for promoting PA (54% and 57% respectively). The vast majority (90.3%) of the schools did not offer PA opportunities to parents/families. Furthermore, three quarters of the teachers expressed a need for professional development specifically in the area of PA promotion. On a positive note, headteachers and local PE supervisors were reported to be supportive of efforts to promote PA in the schools and provided support for both the IPAP and EPAP. All PE teachers, who were interviewed, considered the time allocated to PE programme to be insufficient for promoting PA amongst pupils. Further, some teachers viewed PE lessons as time off from serious school subjects and entertaining time . Most teachers reported that parents considered PE as unimportant and/or playtime . Discussion/Conclusion PE teachers views on role of schools in the promotion of PA were generally positive. The ways in which the teachers practiced the promotion of PA varied and maybe have been due to their narrow understanding of the whole school approach to PA promotion. The teachers focused on the PE curriculum and the PE extra-curricular programmes as the main avenues through which to promote PA within their schools, and gave less attention to other avenues such as the whole school environment. Almost all of the teachers had a sporting philosophy for PE leading them to privilege competitive sports. Although the teachers reported to have support from head teachers and local PE supervisors, many schools were not as conducive to PA promotion as they could be due to the narrow range of physical opportunities on offer, and the teachers lack of relevant professional development, the limited sports facilities and the insufficient maintenance of these. In addition, the status of, and time allocated to PE were found to be an issue influencing the promotion of PA in schools. It was concluded that actions could be taken to broaden PA promotion within Saudi schools. For example, policy update and development for PA promotion could be improved to address clothing and changing, traffic/transport, and playground bullying; establish links with outside sports agencies and professionals; and increase PA opportunities before or after school, or at weekends. The findings suggest that if the descriptor comprehensive which is widely used to distinguish whole school approaches from curriculum-only models of PA promotion is to be fully realised, schools need to make a clear and explicit effort to promote PA within the social/cultural environment. Further that research is needed on the social and cultural values, norms and perspectives affecting PA promotion in schools.

Made available in DSpace on 2016-06-02T19:39:37Z (GMT). No. of bitstreams: 1 5359.pdf: 2732846 bytes, checksum: c89f2a2b566c8aa995f9234ab32ea129 (MD5) Previous issue date: 2013-07-05 / Universidade Federal de Minas Gerais / Active School program was originated from the Colombian Escuela Nueva. It´s a strategy that aims to improve the quality of education in rural areas through the implementation of specific methodology and participatory management in multigrade schools. In Brazil, it has been deployed since 1997, primarily in the North, Northeast and Midwest regions, managed by Fundescola and funded in part by the World Bank. In its final phase, from 2008 to 2011, the program was expanded to all regions of Brazil, was managed by SECAD and funded entirely by the Brazilian Ministry of Education (MEC). Active School aims to develop autonomy in students and encourage the participation of rural communities in school management. This research aimed to analyze the possibilities of communities participation in school management and discuss what type of autonomy can be developed within the management perspective suggested by the program. We chose the municipality of São José do Rio Pardo as a locus of study. We adopted Gramsci, Marx, Engels and authors who discuss education and pedagogy based on them as theoretical references. This research was conducted through document analysis of Active School (Fundescola and MEC), World Bank and São José do Rio Pardo. We also conducted interviews and on site observations. We conclude that the autonomy that the student is able to develop is instrumental. The school management suggested by the program is strategic and not politic, so the participation of rural communities is also instrumental. However, Active School should be understood in its contradictory aspects, because it is possible that political participation (that is so important to rural schools) may happen in the context of strategic management. / O programa Escola Ativa, originado do colombiano Escuela Nueva, é uma estratégia que tem como finalidade melhorar a qualidade do ensino em áreas rurais por meio da implementação de metodologia específica e de gestão participativa em escolas multisseriadas. No Brasil, foi implantado a partir de 1997, primeiramente nas regiões Norte, Nordeste e Centro-Oeste, gerenciado pelo Fundescola e financiado, em parte, pelo Banco Mundial. Em sua fase final, de 2008 a 2011, o programa foi expandido para todas as regiões do Brasil, passou a ser gerenciado pela SECAD e financiado inteiramente pelo MEC. O Escola Ativa pretende desenvolver a autonomia do aluno e estimular a participação das comunidades rurais na gestão escolar. A partir disto, esta pesquisa teve como objetivo analisar as possibilidades de participação das comunidades do campo na gestão da escola e discutir que tipo de autonomia pode ser desenvolvida dentro da perspectiva da gestão sugerida pelo programa. Escolhemos o município paulista de São José do Rio Pardo como locus de estudo. Adotamos como referencial teórico Gramsci, Marx, Engels e autores que discutem educação e pedagogia com base neles. Esta pesquisa foi realizada por meio de análise de documentos do Escola Ativa (do Fundescola e do MEC), do Banco Mundial e do município de São José do Rio Pardo. Acompanhamos o trabalho de pessoas diretamente envolvidas na implementação do programa no município e realizamos entrevistas e registros de observações in loco. Concluímos que a autonomia que o aluno do Escola Ativa é capaz de desenvolver é instrumental. A gestão da escola que o programa sugere é estratégica e não política, portanto, a participação das comunidades rurais também é instrumental. Todavia, o Escola Ativa deve ser compreendido em seus aspectos contraditórios, pois é possível que ocorra a participação política (tão importante para a escola no campo) no contexto da gestão estratégica.

Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-11-12T23:04:01Z No. of bitstreams: 1 Disserta??o Milena_Vers?o Definitiva.pdf: 1177973 bytes, checksum: 2911bf260b42b975f83173a32120452e (MD5) / Made available in DSpace on 2018-11-12T23:04:02Z (GMT). No. of bitstreams: 1 Disserta??o Milena_Vers?o Definitiva.pdf: 1177973 bytes, checksum: 2911bf260b42b975f83173a32120452e (MD5) Previous issue date: 2018-07-19 / This research thematizes the Active School Program and was guided by the following question: What are the implications of the Active School Program in the organization and operation of the rural schools and its repercussion in the continuous training of teachers in the municipality of Feira de Santana? In dialogue with this question, the general objective was to analyze the implications of the Program in the organization and functioning of the rural schools and its repercussion in the training of teachers in the municipality. Two central categories were constituted as references of analyzes: education of the field and formation of teachers, especially the continuous formation. Field Education was assumed as a resistance movement to the relations of domination that emanate from the ruralist vision and, therefore, it emphasizes a conception of education that apprehends the relation between the social space and the directives that aim at the emancipation of the working class. From the conception of teacher training, we agree with N?voa (1992) when he states that the territory of formation is inhabited by individual and collective actors, in a human and social construction, in which the different stakeholders have autonomy in the conduct of their own projects. In this sense, we sought to explore their continuing education dimension, based on the idea of Rodrigues and Esteves (1993) when they point out that training is not exhausted in initial training and must be pursued throughout the career in a coherent and integrated way , responding to the felt training needs. The methodology adopted was of a qualitative nature, assumed by the understanding that this type of approach allows the analysis of the object investigated in its complexity and multiplicity of forms of manifestation, including the exploration of the interfaces between the objective and subjective dimensions that give them conformity in the tension between the prescribed and the effected in contexts and relations of dispute. The instruments selected to assist in data collection were documental research and semi-structured interviews. Through the data collected and the analysis developed, it was concluded that the obstacles to the implementation of a Public Education Policy in the Field are great, considering that the movements that make up this construction are sometimes discontinuous movements, marked by tensions and disputes between political forces. Regarding the Field Education policy in the municipality of Feira de Santana, there are no effective actions for its implementation. Regarding teacher training, it was observed that there was no training policy for teachers in the field in Feira de Santana, and that the actions carried out did not characterize the design of an own understanding of training by the network. The implementation of the Escola Activa Program in the municipality was inserted as part of the attempt of differentiated attention to the field, focusing on the multisite classes, but subordinated to the external orientations of the sectors that constituted themselves as managers of the Program. However, this in itself did not characterize the existence of a Field Education policy in the municipality / Esta pesquisa tematiza o Programa Escola Ativa e foi orientada pela seguinte quest?o: Quais as implica??es do Programa Escola Ativa na organiza??o e funcionamento das escolas do campo e sua repercuss?o na forma??o continuada de professores no munic?pio de Feira de Santana? Em di?logo com esta quest?o, o objetivo geral foi analisar as implica??es do Programa na organiza??o e funcionamento das escolas do campo e sua repercuss?o na forma??o de professores no munic?pio. Constitu?ram-se como refer?ncias de an?lises duas categorias centrais: educa??o do campo e forma??o de professores, notadamente a forma??o continuada.A Educa??o do Campo foi assumida como um movimento de resist?ncia ?s rela??es de domina??o que emanam da vis?o ruralista e, portanto, p?e em relevo uma concep??o de educa??o que apreenda a rela??o entre o espa?o social e os direcionamentos que visam a emancipa??o da classe trabalhadora.Da concep??o de forma??o de professores coadunamos da mesma ideia de N?voa (1992) quando afirma que o territ?rio da forma??o ? habitado por atores individuais e coletivos, numa constru??o humana e social, na qual os diferentes envolvidos possuem autonomia na condu??o dos seus projetos pr?prios. Neste sentido, procurou-se explorar a sua dimens?o de forma??o continuada,a partir da ideia de, Rodrigues e Esteves (1993) quando apontam que a forma??o n?o se esgota na forma??o inicial, devendo prosseguir ao longo da carreira, de forma coerente e integrada, respondendo ?s necessidades de forma??o sentidas. A metodologia adotada foi de natureza qualitativa, assumida em raz?o do entendimento de que este tipo de abordagem possibilita a an?lise do objeto investigado na sua complexidade e multiplicidade de formas de manifesta??o, incluindo a explora??o das interfaces entre as dimens?es objetivas e subjetivas que lhes d?o conformidade na tens?o entre o prescrito e o efetivado em contextos e rela??es de disputa.Os instrumentos selecionados para auxiliar na coleta dos dados foram a pesquisa documental e a entrevista semiestrurada. Por meio dos dados coletados e das an?lises desenvolvidas concluiu-se que grandes s?o os entraves para efetiva??o de uma pol?tica p?blica de Educa??o do Campo, considerando que os movimentos que comp?e essa constru??o s?o, por vezes, movimentos descont?nuos, marcados por tens?es e disputas entre for?as pol?ticas. No que concerne ? pol?tica de Educa??o do Campo no munic?pio de Feira de Santana, n?o existem a??es efetivas para sua implementa??o. Quanto a forma??o de professores, observou-se a inexist?ncia de uma pol?tica de forma??o de professores do campo em Feira de Santana e que as a??es realizadas n?o caracterizaram o delineamento de uma compreens?o pr?pria de forma??o pela rede. A implementa??o do Programa Escola Ativano munic?pio se inseriu como parte da tentativa de aten??o diferenciada para o campo, com foco nas classes multisseriadas, mas subordinadas ?s orienta??es externas dos setores que se constitu?ram como gestores do Programa.Todavia, isto por si s? n?o caracterizoua exist?ncia de uma pol?tica de Educa??o do Campo no munic?pio

Made available in DSpace on 2014-12-17T14:36:21Z (GMT). No. of bitstreams: 1 MarciaMAD.pdf: 2080307 bytes, checksum: 2dccbd6c5dd57617ed099d4fb271b7b2 (MD5) Previous issue date: 2010-03-15 / Universidade Federal do Rio Grande do Norte / The issue of multi-classes in schools from the field and methodology for these classes is controversial and contentious, both in terms of teaching, monitoring and organizational, is the perspective of values, training and systematization of public policy. Why the strategy Methodological Active School facing those classes appeared as a significant and exciting topic of research. Thus, it was aimed to apprehend the social representations of active school by teachers (s) to understand the extent to which these representations influence the acceptance and use of the program strategies. Perceiving and analyzing also the various factors related to the management, monitoring and training needs of (the) teachers as alternatives to make this meaningful action. The study focused 112 teachers (s), which for over a year, worked in the program in six municipalities in the micro-region of Rio Grande do Norte / RN - Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel and Tibau. From this perspective relied on Social Representation Theory and the Theory of the Central Core, attending to the subjectivity of the object searched, inserted in the psychosocial field of knowledge, we opted for multi-methodological approach, using quantitative and qualitative techniques. However, the highlight was a projective technique Free Association of Words from the term Active School is .... The words were systematized by EVOC program, and also applied semi-structured interviews, focusing specific issues that led to trace the socio-demographic profile of (the) participants and wider issues about the object of study. The evocations, justifications and interviews provided the basis for the analysis of the content that followed the steps: formation of the corpus, the composition of the analysis and categorization. The results show the representations an attitude of acceptance and positive appraisal of the participants to the Active School Program. At the core, these representations are objectified around the words "action", "learning", "autonomy" and "interaction". Based on the premise that the representations have a duty to guide the practices and behavior, one can see that the positive attitude of the group favors a systematic methodology and acceptance of the program, but we must look at the changes in management, training, monitoring of (the) teachers (s) and support to schools. / A quest?o das turmas multianuais nas escolas do campo e proposta metodol?gica para essas turmas ? pol?mica e controversa, seja no ponto de vista did?tico, acompanhamento e organizacional, seja na perspectiva de valores, forma??o e sistematiza??o de pol?ticas p?blicas. Motivo que a Estrat?gia Metodol?gica Escola Ativa voltada para aquelas turmas se configurou como uma tem?tica significativa e instigante de pesquisa. Assim, objetivou-se apreender as representa??es sociais de Escola Ativa por professoras(es) para compreender em que medida essas representa??es influenciam na aceita??o e utiliza??o das estrat?gias do programa. Percebendo e analisando, tamb?m, os diversos fatores relacionados ? gest?o, acompanhamento e necessidades formativas dos(as) docentes como alternativas para tornar tal a??o significativa. O estudo privilegiou 112 professoras(es), que h? mais de um ano, atuavam no programa nos seis munic?pios da Microrregi?o de Mossor?/RN Areia Branca, Bara?na, Grossos, Mossor?, Serra do Mel e Tibau. Nessa perspectiva recorreu a Teoria das Representa??es Sociais e na Teoria do N?cleo Central, buscando atender ? subjetividade do objeto pesquisado, inserido no campo psicossocial do conhecimento, optou-se pela abordagem plurimetodol?gica, utilizando-se t?cnicas quantitativas e qualitativas. No entanto, o destaque foi para a t?cnica projetiva Associa??o Livre de Palavras a partir do termo indutor Escola Ativa ?... As evoca??es foram sistematizadas pelo programa EVOC e, tamb?m, se aplicou entrevistas semi-estruturadas, privilegiando quest?es espec?ficas que permitiram tra?ar o perfil sociodemogr?fico das(os) part?cipes e quest?es mais abrangentes sobre o objeto de estudo. As evoca??es, justificativas e as entrevistas serviram de base para a an?lise do conte?do que seguiu as etapas: constitui??o do corpus, composi??o das unidades de an?lise e a categoriza??o. Os resultados revelam nas representa??es uma atitude de aceita??o e valoriza??o positiva dos part?cipes ao Programa Escola Ativa. No n?cleo central, essas representa??es est?o objetivadas em torno das palavras a??o , aprendizagem , autonomia e intera??o . Baseando-se na premissa de que as representa??es t?m como fun??o guiar as pr?ticas e condutas, percebe-se que a atitude positiva do grupo favorece a sistematiza??o e aceita??o da metodologia do programa, mas ? preciso mudan?as no olhar da gest?o, na forma??o, acompanhamento das(os) professoras(es) e no ap?io ?s escolas.

The Ativa school is a government program implemented in multigrade classes rural. It was created in 1997 from the colombian experienced Escuela Nueva. Their assumptions were influenced by the movement the new school in 1920.In 2008 to meet liability claims of the movement for an educational field, the basic design was reworked as a parameter guidelines oprationals for rural school, established in 2003 and 2008 became the reference for multigrade classes in the whole country. With a goal of understand how the program is realized in pratice developed a teacher survey, research group linked to educational and social movements of the research history, society and educational thought, the nucleus of pos graduate education at the federal university of Sergipe. So We take as a method of analysis principles and procedures of a qualitative approach, the kind of case study and documentary sources as having bibliographies on the theme,the official documents of the program and observation of pratice pedagogy. We use as central categories of analysis contradiction, pedagogical work, practice, all. For that we refer to studies Trivinos 1987,Minayo 1999,Netto 2009,Frigotto 2001 and, Pistrak 1981.The study found the contradictions between pratice and theory despite the reformulation of the program incorporate the discourse of education in the field and identify the possible contradictions between the contents explored the principles of education field and a faculty pratice marked by the influence of tradicional teaching. / A Escola Ativa é um programa governamental implantado nas classes multisseriadas das escolas do meio rural. Ele foi criado em 1997 a partir da experiência colombiana Escuela Nueva. Os seus pressupostos foram influenciados pelo Movimento da Escola Nova da década de 1920. Em 2008, para atender reivindicações do Movimento Por uma Educação do Campo, o projeto base foi reformulado tendo como parâmetro as Diretrizes Operacionais para as escolas do campo, criado em 2003 e em 2008 passou a ser referência para as classes multisseriadas do campo em todo o país. Com o objetivo de compreender como o Programa se realiza na prática docente desenvolvemos uma pesquisa, vinculada 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. Para tanto, tomamos como método de análise princípios e procedimentos da abordagem qualitativa, do tipo Estudo de Caso e documental tendo como fontes as bibliografias relacionadas com o tema, os documentos oficiais do Programa e a observação da prática pedagógica. Utilizamos como categorias centrais de análise o trabalho pedagógico, práxis, totalidade e a contradição. Para tanto nos reportamos aos estudos de Triviños (1987), Minayo (1999), Braz Netto (2009), Frigotto (2001) e Pistrak (1981), Freitas (1995). Pelo estudo verificamos as contradições entre a prática e a teoria e apesar de a reformulação do programa incorporar o discurso da Educação do Campo é possível identificar as contradições entre os conteúdos explorados e os princípios da educação do campo, bem como uma prática docente marcada pela influência do ensino tradicional.

Made available in DSpace on 2016-08-17T13:54:12Z (GMT). No. of bitstreams: 1 ANGELICA MARIA FRAZAO DE SOUZA.pdf: 1180734 bytes, checksum: 4256c9017db3a2874ea4ace775555d75 (MD5) Previous issue date: 2009-06-26 / FUNDAÇÃO DE AMPARO À PESQUISA E AO DESENVOLVIMENTO CIENTIFICO E TECNOLÓGICO DO MARANHÃO / This paper investigates teachers and supervisors pedagogical practices from multi-seriate classes in High School of Escola Viva Project in Viana-Maranhão. The schools which take part in this research are assisted by Education Municipal Department and they are located in rural area in Viana City. The individuals involved in this research are: teachers, supervisors and coordinators who work in these classes. It was used for data collection, semi-structured interviews analysis and questionnaires. In pedagogical practice analysis of Escola Ativa Project , the aspects covered are: working conditions, training, teachers and supervisors pedagogical experience and routine, as well as analysis and evaluation of Escola Ativa Project . In order to define categories or aspects to be analyzed, theories of several authors were studied, such as: John Dewey, Durkheim, Bourdieu, Passeron and Althusser, and finally Baudelot, Establet and particularly Antonio Gramsci to contrast with education reproducible view. / O trabalho investiga as práticas pedagógicas dos professores e supervisores das classes multisseriadas do Ensino Fundamental do Projeto Escola Ativa, no município de Viana-Maranhão. As escolas participantes da pesquisa são atendidas pela Secretaria Municipal de Educação e ficam situadas na zona rural desse município. Constituíram-se sujeitos da pesquisa professores (as), supervisores (as) e coordenadoras que atuam nessas classes. Utilizou-se, para coleta de dados, análise das entrevistas semi-estruturadas e questionários. Na análise da prática pedagógica do Projeto Escola Ativa, contemplaram-se os aspectos: condições de trabalho, formação, experiência e rotina pedagógica dos professores e supervisores bem como análise e avaliação do Projeto Escola Ativa. Na definição das categorias ou aspectos a serem analisados, dialogou-se com diversos autores, dentre eles, John Dewey; Durkheim, Bourdieu, Passeron e Althusser e, contrapondo-se à visão reprodutivista da educação, Baudelot e Establet e, principalmente, Antonio Gramsci.

A temática da educação rural e/ou do campo, mesmo ainda sendo carente de pesquisas, tem aparecido de forma crescente nos debates e estudos sobre a agricultura familiar brasileira nas últimas décadas. Isso se deve ao reconhecimento da contribuição do ensino para o desenvolvimento rural. Se por um lado o Estado vem recuperar a sua responsabilidade para com este aspecto social, de outra parte, movimentos sociais atuam em conjunto ou paralelos às ações do Estado, lutando para que seu direito educacional seja de qualidade equânime àquela ofertada às demais classes. Num recorte a esta temática apresenta-se aqui uma análise do Programa Escola Ativa no processo educacional rural brasileiro no atendimento ao povo do campo. O PEA, inspirado no modelo colombiano Escuela Nueva – Escuela Activa, foi implantado no Brasil pelo Ministério da Educação, oficialmente em 1997. Este foi considerado o primeiro programa governamental em atendimento às especificidades do povo do campo com filhos em turmas multisseriadas. Em 2008, ele teve sua expansão para todo o Brasil, sendo implantado no município de Salinas/MG em 2009. Este estudo propôs-se, conforme indica o objetivo geral, a analisar a implementação do PEA/MEC/SALINAS-MG, em seus aspectos de formação e prática pedagógica docente, verificando como são consideradas as características socioeconômicas, culturais e as condições de vida dos agricultores familiares da região de abrangência das escolas do PEA/SALINAS. Através de abordagem qualitativa, procedeu-se à investigação buscando compreender como as dimensões de formação e práticas docentes consideram a realidade local dos filhos destes agricultores, possibilitando a eles melhores condições de vida. Como conteúdo, a tese contextualiza o processo histórico da evolução das políticas públicas para a educação rural, paralela à atuação dos movimentos sociais com ações reivindicatórias e propositivas por uma educação do campo conforme seus interesses. Apresenta, ainda, conteúdos teóricos de análises sociais e educacionais dedicados às condições de vida e à educação no meio rural. Interpõem-se também posições de debates sobre o PEA refletindo o novo momento em que se dá o ensino para os cidadãos do campo e sobre as possibilidades de sua contribuição para o desenvolvimento rural. Orientado por este arcabouço de conteúdos reflexivos e analíticos, procedeu-se à caracterização e à análise do PEA no município de Salinas, MG. Os resultados alcançados indicam alguns progressos, mas também a contestação da hipótese original, isto é, a não efetivação da consideração das variáveis socioeconômicas e culturais e das condições de vida no processo educacional do PEA em Salinas, MG. / The issue of rural education and/or farm, though still lacking of research, has been increasing in the discussions and studies on Brazilian family farming over the recent decades. This is due to the recognition of the contribution of education to rural development. If, on the one hand, the State has the responsibility to recover this social aspect, on the other, social movements work together or in parallel with the actions of the State's struggle for their right to equitable quality education to which offers to other social classes. In this thematic approach, an analysis of the Active School (Escola Ativa) Program (EAP) provides the educational process of the Brazilian rural services. The EAP, based on the Colombian Escuela Nueva – Escuela Activa was officially implemented in Brazil by the Ministry of Education and Culture in 1997. This program has been considered as the first government system geared to the needs of the rural population with the children in the multi-seriated school system. In 2008, the program was expanded throughout Brazil and it was implemented in the city of Salinas, State of Minas Gerais in 2009. The Main Objective of this study is to analyze the implementation of the EAP/MEC/SALINAS - State of Minas Gerais, in terms of teacher training and pedagogical practice to check the socioeconomic, cultural and conditions of life of farmers in the region covered by EAP/SALINAS schools. A qualitative research approach has been carried out to understand how the dimensions of training and teaching take into account the local situation of the children of farmers, in order to improve their living conditions. In this context, the thesis defines the historical process of the development of public policies for rural education in parallel with the role of social movements in the claims and proposals for agricultural education based on their interests. It also shows the theoretical content of social analysis and education dedicated to the living conditions and education in rural areas. Discussions also on the EAP filing reflects the new time should be given to the teaching of the agricultural population and the possibility of the contribution of education to rural development. The characterization and analysis of the EAP in the city of Salinas has guided this framework of reflective and analytical content. The results show some progress, but also contesting the original hypothesis, i.e., consideration of the ineffectiveness of the variables and the socioeconomic and cultural conditions of life in the educational process of the EAP in the city of Salinas, State of Minas Gerais. / El tema de la educación rural y/o del campo, aunque todavía carece de investigaciones, ha ido en aumento en los debates y estudios sobre la agricultura familiar brasileña en las últimas décadas. Esto se debe al reconocimiento de la contribución de la educación al desarrollo rural. Si, por un lado, el Estado tiene la responsabilidad de recuperar este aspecto social, por el otro, los movimientos sociales funcionan en conjunto o en paralelo con las acciones de la lucha del Estado de su derecho a la educación de calidad equitativa a la que ofrece para otras clases. En este enfoque temático, un análisis del Programa Escuela Activa, (PEA) contiene el proceso educativo de los servicios rurales brasileños. El PEA, basado en la colombiana Escuela Nueva - Escuela Activa, se puso en práctica oficialmente en Brasil por el Ministerio de Educación y Cultura en 1997. Este programa ha sido considerado como el primer sistema de gobierno dirigido a las necesidades de la población rural con los niños en el sistema de escuelas multigrado. En 2008, el programa se extendió por todo Brasil y fue ejecutado en la ciudad de Salinas, Estado de Minas Gerais en 2009. El Objetivo Principal de este estudio es analizar la implementación del PEA/MEC/SALINAS - Estado de Minas Gerais, en términos de formación de profesores y la práctica pedagógica, para comprobar las condiciones socioeconómicas, culturales y de vida de los agricultores de la región cubierta por las escuelas PEA de Salinas. Un enfoque de investigación cualitativa se ha llevado a cabo para entender cómo las dimensiones de la formación y la enseñanza tienen en cuenta la situación local de los hijos de los agricultores, con el fin de mejorar sus condiciones de vida. En este contexto, la tesis define el proceso histórico del desarrollo de políticas públicas para la educación rural en paralelo con el papel de los movimientos sociales en las reivindicaciones y propuestas para una educación agrícola en función de sus intereses. También muestra los contenidos teóricos de análisis social y la educación dedicados a las condiciones de vida y la educación en las zonas rurales. Las discusiones interponiendo también en el PEA refleja el nuevo tiempo que se debe dar a la enseñanza de los ciudadanos agrícolas y las posibilidades de la contribución de la educación para el desarrollo rural. La caracterización y el análisis del PEA en el municipio de Salinas ha guiado este marco de contenido reflexivo y analítico. Los resultados obtenidos indican un cierto progreso, pero también la contestatión de la hipótesis original, es decir, la consideración de la ineficacia de las variables y las condiciones socioeconómicas y culturales de la vida en el proceso educativo del PEA en la ciudad de Salinas, Estado de Minas Gerais.