Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.

Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Due to the great differences of opinion regarding the exact area covered by the Overberg, the following boundaries are stipulated for the purposes of this study: the Hottentots Holland Mountains form the boundary to the west, the Riviersonderend and Langeberg Mountains to the north, the Atlantic Ocean to the southwest and the Indian ocean to the southeast. In the east the area stretches up to the Duivenhoks River near Heidelberg. The history of education in South Africa is closely interwoven with the general history of the country. Education in rural areas had to contend with various inhibiting factors during the 18th and 19th centuries. Among these factors were the scarce population, large distances between main centres and a shortage of well-trained teachers. In spite of such limitations, education in farm schools blossomed after the initial period up to approximately 1940, after which time there was a steady decline in the numbers of these schools. The farm schools in the Overberg are not only important regarding the part they play in contributing to the formal education and upbringing of rural children, but also for the important contribution they make to cultural history. The child attending a farm school experiences certain aspects of culture such as folk tales, rhymes, songs, games and the close ties between culture and nature in a unique way, and this has an extremely important influence on the general development and education of these children. In the rural environment the parental horne and the church are two important allies of the farm school. Although there are currently (1999) no formal policies in place for the purposeful phasing out of farm schools, it is, however, a fact that they are forced to close their doors the one after the other. The importance of the cultural contribution these schools make to the upbringing of the child should be taken into consideration by the authorities before the decision is made to close them down. / AFRIKAANSE OPSOMMING: Daar heers groot verskil van mening oor waar die grense van die Overberg lê en daarom word die gebied vir die doeleindes van hierdie studie soos volg afgebaken: die Hottentots- Hollandberge as die westelike grens, die Riviersonderend- en Langeberge as die noordelike grens, die Atlantiese oseaan as die suidewestelike en die Indiese oseaan as die suidoostelike grens. Aan die oostekant strek die gebied tot by die Duiwenhoksrivier naby Heidelberg. Die geskiedenis van die onderwys in Suid-Afrika is nou verweef met die algemene geskiedenis van die land. Onderwys op die platteland het in die 18de en 19de eeu met verskeie stremmende faktore te kampe gehad, byvoorbeeld die yl bevolking, groot afstande van die hoofsentra en 'n tekort aan goed opgeleide onderwysers. Ten spyte van dié beperkinge het onderwys in die plaasskole ná die vestigingsperiode 'n bloeitydperk beleef wat vanaf ongeveer 1940 gevolg is deur 'n afuame in die getal plaasskole. Die rol van die plaasskole in die Overberg is nie slegs belangrik as gevolg van hul bydrae tot die formele onderwys en opvoeding van die plattelander nie, maar ook vir die belangrike bydrae wat hulle lewer op die gebied van die kultuurgeskiedenis. Plaasskole is 'n goeie teelaarde vir die volkskultuur en die plaasskoolkind se belewing van sekere aspekte van die kultuur soos byvoorbeeld die volkswoordkuns, speletjies, en die noue band tussen bodem en kultuur, lewer 'n uiters waardevolle bydrae tot hulle algemene opvoeding en vorming. In die plattelandse milieu is die ouerhuis en die kerk besondere bondgenote van die plaasskool. Hoewel daar tans (1999) nie 'n formele beleid bestaan deur middel waarvan plaasskole doelbewus uitgefaseer word nie, gebeur dit wel in realiteit dat die een na die ander skool sy deure moet sluit. Die belang van die kulturele bydrae wat plaasskole maak tot die opvoeding en vorming van die kind, behoort in ag geneem te word voordat skole deur die owerheid gesluit word.

Orientadora: Maria Aparecida Segatto Muranaka / Banca: Aurea de Carvalho Costa / Banca: Luiz Bezerra Neto / Resumo: Esta pesquisa analisa o tratamento dado à educação do campo nas Constituições Federais (CF), na Lei de Diretrizes e Bases da Educação Nacional (LDB), nos Planos Nacionais de Educação (PNE) e nos documentos da Conferência Nacional de Educação 2010 (Conae) - que contemplam os debates e as proposições para o PNE 2014/2024 -, tendo em vista que o planejamento da educação é um ato político, não neutro, e constitui, assim como toda legislação elaborada sob a égide do sistema capitalista, uma tentativa de conciliação da disputa de classes sociais. O objetivo era investigar se o teor das propostas oriundas da Conae foi contemplado no PL no 8035/2010 e nas etapas de sua tramitação no Congresso Nacional. Com base na análise documental, verificamos que o PL no 8035/2010 não refletiu o conjunto de decisões da Conae, e que os substitutivos apresentados pelos parlamentares, por causa da pressão dos movimentos sociais organizados e do contexto de sua tramitação, acrescentaram algumas metas e estratégias relacionadas à educação do campo para retomar as decisões da conferência. Sobre o PNE 2014-2024, sancionado sem vetos em junho de 2014, pesam críticas de entidades que pediam o veto presidencial a pontos em desacordo com as decisões da Conae 2010. Nesse PNE, as estratégias e metas que tratam da educação do campo são pautadas no "novo paradigma" proposto pelo Movimento Nacional por uma Educação do Campo, que defende a especificidade da educação do campo ao propor uma pedagogia e conteúdos próprios para os moradores da zona rural. Entendemos que essa visão, aliada às pedagogias pós-modernas, é fragmentada e limitada, podendo dissolver a disputa de classes e a luta histórica pela escola pública como catalisadora de um novo homem e uma nova sociedade / Abstract: This research analyzes the education field in Federal Constitutions (CF), the Law of Guidelines and Bases of National Education (LDB), the National Education Plans (NAPs), and the documents of the National Education Conference 2010 (CONAE), the latter includes the recent discussion and proposals for the PNE 2011/2020. The planning of education is a political act, not a neutral, and constitutes, like all legislation drafted under the auspices of the capitalist system, in an attempt to reconcile the dispute classes. The aim was to investigate whether the content of the proposals from the CONAE was contemplated in the PL 8035/2010 and the steps of it in the National Congress. Based on documentary analysis, we found that the PL in 8035/2010 did not reflect the set of decisions of CONAE, the substitute submitted by parliamentarians, the pressure of organized social movements and the context of its course, add some goals and strategies on education field which include the decisions of CONAE. Regarding to PNE 2014-2024 sanctioned without vetoes, in June 2014, weigh critical entities who demanded presidential veto points that show disagreement with the decisions of CONAE 2010 its strategies and goals that deal with rural education are based on "new paradigm" proposed by the National Movement of Rural Education. This presents the defense of the specificity of field education, suggests a pedagogy and content themselves to camp residents. We believe that this vision is fragmented and limited, ally themselves with postmodern pedagogies, dissolving the race classes and the historical struggle for public school as a catalyst for a new man and society / Mestre

Nas últimas décadas a Educação do Campo tem sido evidenciada, conquistando espaço na agenda política nacional. Observa-se que há a preocupação de ofertar para os jovens que vivem no campo uma educação diferenciada, que atenda seus interesses e expectativas. Uma das formas apontadas por vários estudiosos de se promover as adequações necessárias para a oferta de uma educação condizente com as necessidades dos sujeitos que vivem no campo diz respeito a implementação da Pedagogia da Alternância. Para a efetivação de sua proposta, a Pedagogia da Alternância possui instrumentos pedagógicos específicos que decorrem de um planejamento maior conhecido como Plano de Formação. Este Plano de Formação prevê os conteúdos que os jovens terão acesso no período de sua formação e articula os conhecimentos vivenciais e os de formação geral e profissional. É neste contexto, pois, que esta pesquisa se insere e apresenta o seguinte objetivo: investigar como ocorre a articulação entre Temas Geradores e conteúdos previstos para o Ensino Médio, na Casa Familiar Rural de Cruz Machado, Paraná. Esta pesquisa pode ser caracterizada como de campo, explicativa e descritiva. A coleta de dados foi realizada por meio de observação simples de reuniões em que os monitores discutem a respeito dos Temas Geradores e do Plano de Formação. Foram realizadas, também, entrevistas focalizadas com os monitores da Casa Familiar Rural de Cruz Machado e com a coordenadora pedagógica da Arcafar-Sul sobre a Pedagogia da Alternância, Temas Geradores e Plano de Formação. Para a análise dos dados, recorreu-se a Minayo (1992) que explicita três importantes fases: ordenação dos dados, classificação dos dados e análise final. As análises decorrentes dos dados coletados demonstraram que os monitores da Casa Familiar Rural pesquisada produzem um Plano de Formação e procuram articular Temas Geradores com conteúdos do Ensino Médio. Contudo, esta articulação nem sempre acontece de forma explícita. A articulação entre Temas Geradores e conteúdos do Ensino Médio configura-se, portanto, no contexto em que a pesquisa foi realizada, como um desafio. / In recent decades the field of education has been evidenced, gaining ground in the national political agenda. It is observed that there is concern offer for young people living in the countryside a differentiated education that meets their interests and expectations. One of the ways pointed out by many scholars to make the necessary adjustments for the provision of a consistent education with the needs of individuals living in rural areas with regard to implementation of the Pedagogy of Alternation. For implementation of its proposal, the Pedagogy of Alternation has specific pedagogical tools resulting from a higher planning known as Training Plan. This Training Plan provides content that young people have access in the period of its formation and articulates the experiential knowledge and general and vocational training. It is in this context therefore that this research is part and has the following objective: to investigate how is the relationship between Themes generators and provided content for Secondary Education in Rural Family House Cruz Machado, Paraná. This research can be characterized as a field, explanatory and descriptive. Data collection was performed by means of simple observation of meetings where the monitors discuss about the themes generators and Training Plan. Were carried out also focused interviews with the instructors of Rural Family House Cruz Machado and pedagogical coordinator of ARCAFAR-South on the Pedagogy of Alternation, Themes generators and Training Plan. For data analysis, we used the Minayo (1992) explains that three important phases: data ordering, data classification and final analysis. The analysis based on the collected data showed that the monitors of Rural Family House searched produce a Plan of Training and seek to articulate Themes generators with high school content. However, the relationship is not always so explicitly. The link between Themes generators and high school content is configured, therefore, the context in which the research was conducted, as a challenge.

This dissertation describes an action research case study carried out at a sub-village school at Nyamakurukuru, Utete, Rufiji District, Tanzania. The study was a fully independent research activity funded and led by a female Irish environmental and community specialist who has fifteen years experience of working in rural Tanzania, five of which were in Rufiji District. The aim of the action research was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualization, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question, which I wished to answer for one specific case, was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This document describes the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in the light of current theoretical perspectives on education and environmental education. The main findings within the case are that: Contextualization improved relevance of education and thus its quality by: • breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers, • allowing formal education to take place outside of the school, • necessitating a change in pedagogy1 to more learner-centered, discovery methods, • allowing indigenous knowledge to come into the classroom, • stimulating creativity and increased confidence, and • bringing local socio-political environmental issues into the classroom. This study provides a case example of how education processes, when engaging local cultural knowledge, can improve the relevance, and thus an aspect of the quality of teaching and learning in school-community contexts, while providing a conduit for integrating environmental education into the formal school curriculum. It provides insights into the key issue of relevance which currently faces educators of children in wetlands in Tanzania. Recommendations were made for the case studied and may be useful beyond the boundaries of the case: • Give more explicit government policy and strategic support for community involvement in educational content–epistemologies and pedagogies. • Weaken framing (hierarchical power positions) to encourage greater partnership between school, home and community to improve relevance. • Investigate the provision of education beyond schools. • Provide practical teacher and community training on use of learner-centered, discovery and active pedagogies. • Provide teacher and community education on biodiversity and the environment. • Provide relevant reference texts and research data on the ecology, biodiversity, vegetation, hydrology, agriculture, sociology, history and other relevant subjects. • Officially nurture a culture that learning should be enjoyable. • Allow the curriculum freedom, in these times of increasing risk for rural tropical wetland communities, to make the curriculum fit the local issues rather than vice versa. • Nurture critical analysis of the curriculum in local pedagogic discourse i.e., at the local contextualization level of the home, community and school.

Made available in DSpace on 2014-11-10T11:09:47Z (GMT). No. of bitstreams: 0 Previous issue date: 2014Bitstream added on 2014-11-10T11:58:05Z : No. of bitstreams: 1 000793933.pdf: 8483555 bytes, checksum: 772770a0d60011d81f6d62e7b18c001c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Apresentam-se resultados de pesquisa de Mestrado em Educação, com o objetivo geral de reconstituir aspectos da história da escola primária rural no Estado de São Paulo, focalizandose as Granjas Escolares, os Grupos Escolares Rurais e as Escolas Típicas Rurais, implementadas no período de 1933 a 1968. Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica, utilizam-se como corpus documental dois periódicos educacionais – a Revista de Educação de 1933 a 1961 e a Revista do Professor de 1934 a 1965; os Annuarios do Ensino do Estado de São Paulo de 1935-1936 e 1936-1937; os Relatórios anuais das Delegacias Regionais de Ensino de 1933 a 1945; as Mensagens dos Governadores do Estado de São Paulo; a Legislação Federal entre 1933 e 1967; a Legislação estadual que normatizava a educação rural entre 1933 e 1968 e livros relacionados à temática produzidos e em circulação no período delimitado para a pesquisa. Os resultados apontam que as escolas estudadas foram concebidas visando o atendimento de demandas prementes no momento histórico de sua implementação. Essas demandas estavam relacionadas à formação de uma identidade nacional, fixação do homem no campo, difusão do sanitarismo, formação para o trabalho, entre outras. As três modalidades de escolas estudadas representaram um número bastante restrito no conjunto das escolas primárias rurais do Estado de São Paulo e apresentaram muitos pontos convergentes com a concepção ruralista de educação. / In this work it is presented the research results of master's degree in education, with the overall objective of restoring aspects of the history of rural elementary school in the State of São Paulo, focusing the Granjas Escolares, Grupos Escolares Rurais and Escolas Típicas Rurais, implemented over the period from 1933 to 1968. Through historical approach, focused on bibliographic and documentary research, using as documentary corpus two educational journals – Journal of Education from 1933 to 1961 and the journal of Professor from 1934 to 1965; the annuaries of teaching in the State of São Paulo from 1935 to 1936 and from 1936 to 1937; the annual reports of the Regional Departments of education from 1933 to 1945; the messages of the Governors of the State of São Paulo; Federal legislation over 1933 and 1967; State legislation that regulated the rural education over 1933 and 1968 and theme-related books produced and in circulation in the period defined for the research. The results indicate that the studied schools were projected to meet the pressing demands on the historical moment of its implementation. These demands were related to the formation of a national identity, attachment of the man in the field, the sanitation diffusion, training for work, among others. The three types of schools studied represented a very restricted number of rural elementary schools in the State of São Paulo in Brazil and they presented many points converged with ruralist conception of education.

Orientador: Romualdo Dias / Banca: Elizabeth Siqueira Madureira / Banca: Silvia Maria dos Santos Stering / Banca: Ademilson Batista Paes / Banca: Maria Helena Moreira Dias Serra / Resumo: A escola rural em Mato Grosso é um objeto de estudo que oferta ao pesquisador possibilidades de análise em diferentes momentos históricos. Para cada período, tendo por base a conjuntura social em que a mesma se encontra atrelada, marca mudanças e posturas educacionais que somente analisando "o não aparente" e o processo em que culminaram os acontecimentos podem-se formular hipóteses e buscar respostas paras as indagações que se apresentam durante o percurso da pesquisa. Entender esse fato foi crucial para a elaboração desta pesquisa. O presente trabalho tem como centralidade analisar a constituição do educador leigo/a e as mudanças de paisagem que inculcaram neles a necessidade de passarem por um processo de recuperação para estar qualificados a ser docentes nas escolas rurais de Mato Grosso. O cenário da pesquisa é o estado de Mato Grosso (uno) e abarca um período de mudanças que começaram a ser desenhadas na década de 1940, com o caminhar para a finalização do Estado Novo, momento ainda encabeçado pelo grupo getulista, e tendo como baliza final na década de 1960, período em que foram implementadas no país as reformas educacionais que visou recuperar um contingente significativos de professores sem formação para o magistério e que ministravam aulas nas escolas primárias de todo Brasil. Objetivando também demonstrar como a educação primária se configurou, bem como a maneira como a escola rural atravessou esse período. Para fundamentar essa tese, foram consultados autores como... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The rural school in Mato Grosso is a study of object that offering the searcher possibilities of analysis at different historical moments. To each period, based on the social context that find in the same harness, trace changes and educational positions that only analyzing "no apparent" and the process that was the highest events you can formulate hyphotheses and get answers to the reasons that arise during the course of the search. To understanding this fact, it was crucial for the elaboration of this search. The present work have been to centrality to analyze the constitution of lay educator and changes representetion have mark them a necessity to pass for a recovery process to be qualified to be teachers in rural schools of Mato Grosso. The scene of the State of Mato Grosso (uno) covers a period of changes that started to be desingned in 1940, with the progress of the completion of the new state, in this moment formed by the getulista group, and having as end point the years of 1960, period that they were implemented in the country the educational reforms, which recovered a significant uncertain of teachers without training for the magisterium and that administer classes in primary schools from all over Brazil, evidencing how the primary education was configured, as well as the way the rural school cross this period. To ground this thesis, were consulted authors such as Adorno (1995), Mészáros (2008), Biesta (2013), Sá (2006) and Paes (2011) and others, which proposes to t... (Complete abstract click electronic access below) / Doutor

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:18:09Z No. of bitstreams: 1 SILVA_Viviane_2015.pdf: 76164411 bytes, checksum: fef3aa9a778acb60c77453df41a0e878 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:18:20Z (GMT) No. of bitstreams: 1 SILVA_Viviane_2015.pdf: 76164411 bytes, checksum: fef3aa9a778acb60c77453df41a0e878 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:18:29Z (GMT) No. of bitstreams: 1 SILVA_Viviane_2015.pdf: 76164411 bytes, checksum: fef3aa9a778acb60c77453df41a0e878 (MD5) / Made available in DSpace on 2017-03-06T17:18:43Z (GMT). No. of bitstreams: 1 SILVA_Viviane_2015.pdf: 76164411 bytes, checksum: fef3aa9a778acb60c77453df41a0e878 (MD5) Previous issue date: 2015-12-01 / Não recebi financiamento / The education developed in the schools in the rural area, historically, has witnessed the ills and the neglect of the public power. The claims for having schools in the rural area can be observed in surveys such as Andrade (1993) and the question of to think the Brazilian education and the schools in accordance to the social reality has been placed in the agenda since the propositions of the representatives of the new school, with the Manifesto dos Pioneiros da Educação Nova of 1932, though very little progress. After a long period of Civil- Military Dictatorship in Brazil and the opening for the political democratization, the social movements, before silenced, were able to reorganize and others were created, most claiming rights, including land reform, which in its essence also brought the problematic of the developed education in the rural schools of the country. Since to question the rural education to the appearance of the new propositions for an education for the field, whether they be field education or education in the field, we had educational policies created from the 2000's, the result of the debates and concessions in the face of these demands. Since 2001, we are studying this construction process of the policies and their relationship with the field schools, in this sense, arose the interest in analyzing the educational reality in the educational system of the city of Parauapebas/Pará and in Brazil, in the master, to understanding how has developed the rural or field education in this town from 2005 to 2010, in the period when the field research was carried out. As a methodology we chose the qualitative research, using of the following proceedings: bibliographical study, documentary and field research with the collection of materials and images, registering photos on some schools and applying semistructured interviews to five subjects, in exercise, that we believe are relevant to the understanding of our object: Department of education, Coordinator of the rural education Sector, Pedagogical Coordinator of the rural education Sector, representative of the Landless Rural Workers' Movement (MST), representative of the community in which is located the Escola da Pedagogia da Alternância, in addition we collect reports on teachers’ training and in the Escola Jorge Amado, known as Estação Conhecimento created by the Companhia Vale (CV) in one of its properties. As a result we can highlight that although some educational policies for the rural area have been created, still walking at a slow steps as its implementation in this location. The teacher training both in the sense of the valorization and the qualification need to advance, either in the socialization of knowledge historically built by the humanity, or by the historical appropriation of the peasant reality, walking towards the building of a society where the peasant working class and their children have the right to enjoy the benefits provided by the means of production of the society, of their work and of the technological progress. Regarding the schools taken to exemplify the rural schools, it is worth highlighting the importance of the collective construction of the educational process by the school community, as well as, we should observe and supervise private initiatives (such as those undertaken by the Companhia Vale) within the public education, her administration, educational policies and pedagogical training for fighting against privatization processes grounded in the agenda of the capitalist State. / A educação desenvolvida nas escolas do me io rural, historicamente, tem presenciado as mazelas e o descaso do poder público. As reivindicações para que houvesse escolas no meio rural podem ser observadas em pesquisas como a de Andrade (1993) e a questão de pensar a educação brasileira e as escolas de acordo com a realidade social vem sendo colocada em pauta desde as proposições dos representantes da escola nova, com o Manifesto dos Pioneiros da Educação Nova de 1932, no entanto muito pouco se avançou. Após longo período de Ditadura Civil-Militar no Brasil e a abertura para a redemocratização política, os movimentos sociais, antes silenciados, puderam se reorganizar e outros foram criados, a maioria reivindicando direitos, dentre eles a reforma agrária, que em seu bojo trouxe também a problematização da educação desenvolvida nas escolas rurais do país. Desde o questionar a educação rural até o surgimento de novas proposições por uma educação para o campo, sejam elas de educação do campo ou educação no campo, tivemos políticas educacionais criadas a partir da década de 2000, fruto de debates e concessões frente a essas demandas. A partir de 2001, passou-se a estudar esse processo de construção das políticas e sua relação com as escolas do campo, no Estado do Pará e no Brasil, quando surgiu a oportunidade de pesquisar e analisar a realidade do sistema de ensino da cidade de Parauapebas/Pará, para entender como tem se desenvolvido a educação rural ou do/no campo nessa localidade de 2005 a 2010, período em que a pesquisa de campo foi realizada. Como metodologia optou-se pela pesquisa qualitativa, fazendo uso dos seguintes procedimentos: estudo bibliográfico, documental e pesquisa de campo com coleta de materiais e imagens e aplicação de entrevistas semiestruturadas para cinco sujeitos, que foram relevantes para a compreensão do nosso objeto: Secretário de educação, Coordenador do Setor de educação rural, Coordenadora pedagógica do Setor de educação rural, representante do Movimento dos Trabalhadores Rurais Sem Terra (MST), representante da comunidade em que fica localizada a Escola da Pedagogia da Alternância. Além disso, foram coletados relatos na formação de professores e na Escola Jorge Amado, conhecida como Estação Conhecimento criada pela Companhia Vale (CV) em uma de suas propriedades. Como resultados destaca-se que embora estas políticas educacionais para o meio rural tenham sido criadas, em âmbito nacional, ainda caminham a passos lentos quanto a sua implementação nessa localidade. A formação de professores tanto no sentido da valorização quanto da qualificação precisam avançar, seja na socialização dos conhecimentos historicamente construídos pela humanidade, seja pela apropriação histórica da realidade camponesa, caminhando no sentido da construção de uma sociedade onde a classe trabalhadora camponesa e seus filhos tenham o direito de usufruir dos benefícios proporcionados pelos meios de produção da sociedade, do seu trabalho e dos avanços tecnológicos. No que tange às escolas tomadas para exemplificação das escolas rurais, vale destacar a importância da construção coletiva do processo educativo pela comunidade escolar, assim como, é fundamental observar e fiscalizar as iniciativas privadas (tais como as empreendidas pela Companhia Vale) dentro da educação pública, sua administração, políticas educacionais e formação pedagógica para lutar contra os processos de privatização pautadas pela agenda do Estado capitalista.

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009 / The purpose of this study was to determine the post level I CS-educators' knowledge of their rights and duties in respect of unfair labour practice. The specific aim was to determine educators' knowledge of unfair labour practices in terms of the literature study. The method of research was based on interviews with post level I CS-educators in rural primary schools. The interviews consisted of structured questions of which the format as well as the order was determined beforehand. No coaching was given to respondents because it may have compromised their answers. The sample consists often educators (five males and five females) who teach in rural schools. In this way a fair opportunity was granted to both groups to be included in the sample. The researcher is of the opinion that this is a reasonable representation of the total sub population. From the empirical research it was evident that educators in rural schools had a vague knowledge of unfair labour practices. Shortcomings that were apparent from this study was addressed, recommendations were made, as well as possible future research on related topics was discussed.

A presente dissertação aborda sobre os aspectos sociais, econômicos e ambientais a partir da dinâmica dos agricultores familiares e jovens egressos do Centro Familiar de Formação por alternância (CEFFA), residentes na comunidade Mazurana - município de Dois Vizinhos - Estado do Paraná. O objetivo central foi compreender como a formação por alternância repercute no processo de gestão das famílias agricultoras com vistas à sustentabilidade. Foram pesquisadas as 47 famílias da comunidade, o que permitiu evidenciar que as condições gerais tendem de razoáveis para boa nas questões sociais e econômicas, e razoável nas questões ambientais. As evidências no que se refere somente às famílias dos jovens egressos demonstraram ser as mesmas as que apresentam condições que variam de boa, razoável e precárias, o que leva a constatação de que o CEFFA atende as famílias mais empobrecidas. As entrevistas com a equipe e egressos vinculados à CFR para analisar a relação entre o CEFFA e as famílias através das ações desenvolvidas junto a elas, como os projetos de vida dos jovens. As informações revelaram que o processo de formação contempla aspectos preconizados pela PA, com clara influência do modelo produtivista e tecnicista. O CEFFA desenvolve toda a sua proposta de formação a partir da Pedagogia da Alternância, a qual oportuniza uma formação integral, técnico/científica e orientação profissional através do diálogo de saberes a partir do contexto familiar social e educativo de forma interdisciplinar. Os aspectos gerais da pesquisa demonstraram ações favoráveis e desfavoráveis ao CEFFA em torno da sustentabilidade. Estes dados apontam para a necessidade do CEFFA aprofundar o debate sobre o papel da educação do campo em torno de políticas públicas, desempenhar uma reflexão permanente sobre os instrumentos da PA e adequar-se a diversidade de condições e realidades dos sujeitos do campo. / The present Master’s Degree approaches the social economic and environmental impacts from the familiar farming and the young graduates dynamic of the Familiar Formation center by rotation (CEFFA), from Mazurana community – Dois Vizinhos town - Parana. The main objective is to understand how the formation by alternantion affects the management process of family farming considering the sustainability. It was investigated 47 families in the community, which has highlighted that the general conditions tend from reasonable to good in the social and economic issues and reasonable in environmental issues. The conditions of the family from the young graduates are variable among good, reasonable and precarious, which leads to the perception that the CEFFA serves the most impoverished families. Interviews with staff and graduates related to the CFR to analyze the relationship between CEFFA and families through the actions developed with them, as the life projects of young. The information show that the formation process includes components recommended by the PA, with a clear influence of the productivist and technicist model. The CEFFA develops all its training proposal from the Pedagogy of Rotation , which nurture an integral training, technical / scientific and professional guidance through the dialogue of knowledge from the social and family context of education in an interdisciplinary way. Overall the survey results shows the favorable and unfavorable actions related to CEFFA around sustainability. Points to the need of CEFFA in deepen the debate related to rural education around public policies, play a reflection on the instruments of PA and adapt to diverse conditions and realities of the subject.