nÃo hà / O trabalho de pesquisa teve como objetivo analisar a formaÃÃo e a prÃtica docente de educadoras do Programa Nacional de EducaÃÃo na Reforma AgrÃria,a partir de trÃs princÃpios da EducaÃÃo Popular coordenado pela Universidade Federal do CearÃ. Os trÃs princÃpios sÃo: a consideraÃÃo pela experiÃncia de vida acumulada pelos educandos e se isto se tornou ponto de partida para a aÃÃo docente, a compreensÃo da educaÃÃo como ato polÃtico por educandos e educadoras e a importÃncia atribuÃda à dialogicidade. Caracteriza-se como uma pesquisa participante, realizada com 5 (cinco) educadoras do referido programa de alfabetizaÃÃo e escolarizaÃÃo de jovens e adultos assentados da Reforma AgrÃria no municÃpio de CanindÃ, CearÃ. A primeira etapa da pesquisa caracteriza-se pelo estudo do Projeto PolÃtico PedagÃgico elaborado pela UFC e aproximaÃÃo das pessoas participantes da pesquisa, por minha presenÃa nos encontros formativos e pedagÃgicos e apresentaÃÃo Ãs mesmas da minha proposta. Em seguida realizei a pesquisa de campo visitando o assentamento Ipueira da Vaca, utilizando dinÃmicas de grupo, entrevistas e a tÃcnica do grupo focal para perceber a compreensÃo e incorporaÃÃo à prÃtica das categorias das educadoras e assentados, sobre os princÃpios escolhidos. Os dados apontam para a presenÃa das categorias na formaÃÃo e na prÃtica das educadoras e tambÃm as dificuldades encontradas pelas mesmas na compreensÃo plena e desenvolvimento das aÃÃes. Os obstÃculos institucionais burocrÃticos colocados à implementaÃÃo do Pronera contribuem para a limitaÃÃo das atividades. Considero que a contribuiÃÃo para o processo de formaÃÃo de educadores elaborado pela UFC tem demonstrado compromisso na efetivaÃÃo da EducaÃÃo Popular necessÃria à prÃtica docente e coerente com as orientaÃÃes da EducaÃÃo do Campo. / The research aimed to analyze the formation and practice teacher educators of the National Reform Education Land, from the three principles of popular education coordinated by Federal University of CearÃ. The three principles are: the account by life experience accumulated by learners and this became the point of departure for the teaching, understanding of education as a political act by students and educators and the importance attached to dialogue. Characterized as a research participant, held five (5) educators in this program of literacy and schooling young and old settlers of Agrarian Reform in CanindÃ, CearÃ. The first stage of research is characterized by the study of the Project Educational Policy prepared by the UFC and bringing people survey participants, by my presence in the formative meetings and teaching and presentation of my proposal to them. Next realized field research by visiting the settlement Ipueira Cow, using group dynamics, interviews and focus group technique to appreciate the understanding and incorporation into the category of practice educators and settled on the principles selected. The data show for the presence of categories in the training and practice of educators and difficulties encountered by them in fully understanding and development of actions. Institutional bureaucratic obstacles put the implementation of Pronera contribute to the limitation of activities. I believe that the contribution to the training process educators prepared by the UFC has shown commitment in effectiveness of Popular Education required for teaching practice and consistent with the guidelines of the Rural Education.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-08-05T00:20:29Z No. of bitstreams: 1 dissertacao pos defesa.pdf: 2370841 bytes, checksum: e04d8fad773890a7f7ea751120b26da2 (MD5) / Made available in DSpace on 2015-08-05T00:20:29Z (GMT). No. of bitstreams: 1 dissertacao pos defesa.pdf: 2370841 bytes, checksum: e04d8fad773890a7f7ea751120b26da2 (MD5) Previous issue date: 2013-05-09 / The Childhood Education, which is marked by the struggles of social movements for the children?s rights and guarantee these rights in the Brazilian legislation of the past decade, gains in academic political social visibility, obstructed before. Its importance has been the focus of many national and international researches. However, it is still necessary to discuss, in depth, the various childhood and kindergarten facing different audiences. In this research, childhood education in the rural area population/rural understood as Childhood Education Field, has become the object investigated. So this study intends to investigate and map the scientific productions in childhood education and Childhood Education rural in the decade of 2002-2012, a period that marks politics Childhood Education and rural Education. Therefore, the problem is questioned: After a decade, since the determination of the Operational Guidelines for the Childhood Education (CNE/CEB N? 04/00, February 16, 2000) and Rural Education (CNE/CEB N? 1, April 3, 2002) where is the visibility of children in the rural politics Childhood Education (EIC) in scientific production in the decade of 2002 to 2012? Therefore, we chose as the methodological basis the art state (ENZ E ROMANOWSKI, 2006; FERREIRA, 2002), with the objective is to effect the balance of researches in this area. The sources chosen to find this scientific productions were databases of reference in the rural educational: the National Association of Graduate Studies and Research in Education (ANPEd), Coordination for the Improvement of Higher Education Personnel (CAPES) and Scientific Electronic Library Online (SCIELO). To qualify the debate, this text is organized into six dissertative chapters. The first consists of the introductory discussion of the theme. The second chapter, entitled ?A methodological approach: the state of art" presents the methodological option, the sources and categories of research. The third chapter "Politics of Education area: another paradigm for the Rural Education" situates the debate of Education area based on studies Munarim (2006), Fernandes (2006) and Souza (2008). The fourth chapter, "Childhood Education area: a necessary politics" discusses the political career of the Childhood Education, as well as on the integration of this Education area in the politics education nowdays based on theoretical research of Silva, Pasuch and Silva (2012), as well as national documents such as DOEBEC (2002) and Resolution CNE / CEB n ? 2, 2008. The fifth chapter, "The childhood and Childhood Education area in scientific production: research findings" contained in the data analysis, with the results of the research found. The sixth chapter "Research in EIC and its themes announced in interface analysis" consists of the analysis of the texts surveyed and their themes. Finally, the seventh and final chapter, with the final considerations. As a result of this study, it was found that the area of Childhood Education needs urgently for more research that qualify its discussion. / A Educa??o Infantil, etapa educacional marcada pelas lutas dos movimentos sociais aos direitos da inf?ncia e garantia destes direitos nas legisla??es brasileiras da ?ltima d?cada, ganha, no meio acad?mico e sociopol?tico, uma visibilidade, antes obstru?da. Sua import?ncia tem sido foco de variadas pesquisas nacionais e internacionais. Entretanto, h? ainda que se discutir, com mais profundidade, as diversas inf?ncias e Educa??o Infantil voltada para p?blicos diferenciados. Nesta pesquisa, a Educa??o Infantil voltada para a popula??o do campo/ da zona rural, entendida como Educa??o Infantil do Campo, se constituiu no objeto investigado. Deste modo, o presente trabalho se prop?s a investigar e mapear as produ??es cient?ficas educacionais em inf?ncia e Educa??o Infantil do Campo na d?cada de 2002-2012, per?odo que demarca as pol?ticas de Educa??o Infantil e de Educa??o do Campo. Para tanto, tem como problema a seguinte quest?o: Passada uma d?cada desde a delibera??o das Diretrizes Operacionais para a Educa??o Infantil (Parecer CNE/CEB n?04/00, 16 de fevereiro de 2000) e de Educa??o do Campo (Resolu??o CNE/CEB n? 1, de 3 de abril de 2002), qual a visibilidade da inf?ncia no/do campo e da pol?tica de Educa??o Infantil do Campo (EIC) nas produ??es cient?ficas na d?cada de 2002-2012? Para tanto, optou-se como base metodol?gica o Estado da Arte (ROMANOWSKI E ENZ, 2006; FERREIRA, 2002), com o objetivo de efetivar o balan?o das pesquisas neste campo de conhecimento. As fontes escolhidas para efetivar a busca das produ??es cient?ficas foram bancos de dados de refer?ncia no campo educacional: a Associa??o Nacional de P?s-Gradua??o e Pesquisa em Educa??o (ANPEd), Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) e Scientific Eletronic Library Online (SCIELO). Para qualificar o debate, o presente texto dissertativo est? organizado em sete cap?tulos. O primeiro consta do debate introdut?rio da tem?tica. O segundo cap?tulo, intitulado ?A abordagem metodol?gica: o Estado da arte? apresenta a op??o metodol?gica, as fontes e categorias da pesquisa. O terceiro cap?tulo ?A pol?tica de Educa??o do Campo: um outro paradigma para a Educa??o Rural? situa o debate da Educa??o do Campo, com base nos estudos de Munarim (2006), Fernandes (2006) e Souza (2008). O quarto cap?tulo ?Educa??o Infantil do Campo: uma pol?tica necess?ria? discorre sobre o percurso pol?tico da Educa??o Infantil, bem como sobre a inser??o desta com a Educa??o do Campo nas pol?ticas educacionais atuais, tendo como base te?rica as pesquisas de Silva, Pasuch e Silva (2012), bem como documentos nacionais, como a DOEBEC (2002) e Resoluc?o CNE/CEB n?2 de 2008. O quinto cap?tulo ?A inf?ncia e a Educa??o Infantil do Campo nas produ??es cient?ficas: os achados da pesquisa? consta da an?lise dos dados, com os resultados das pesquisas encontradas. O sexto cap?tulo ?As pesquisas em EIC e suas tem?ticas anunciadas em interface de an?lise? consta da an?lise dos textos pesquisados e suas tem?ticas. Por fim, o s?timo e ?ltimo cap?tulo, com as considera??es finais. Como resultado deste trabalho, verificou-se que a ?rea de Educa??o Infantil do Campo carece, com urg?ncia, de mais pesquisas que qualifiquem seu debate.

Made available in DSpace on 2017-05-12T14:41:59Z (GMT). No. of bitstreams: 1 Amarildo_Dissertacao.pdf: 1190946 bytes, checksum: 19373f6cbc7039c94555c899a6717795 (MD5) Previous issue date: 2013-08-29 / The National Movement By a Rural Education arises from the First Meeting of Educators of Agrarian Reform - I ENERA - promoted by MST in July 1997, in Brasilia, this meeting which was held in partnership with the University of Brasilia (UNB), the United Nations Children s Fund (UNICEF), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the National Conference of Brazilian Bishops (CNBB), representatives of the Catholic Church, Universities, the agencies of the United Nations (UN). In more than a decade, the National Movement for a Rural Education expanded for all Brazil. With the creation of the National Joint, the movement won a series of public policies, with emphasis on the adoption of the operational guidelines in 2002, providing legal support to public policy of the state that values the culture and identity of rural people. The present work has as its theme the Territoriality of Rural Education in the Southwest region of Paraná in the last decade (2000-2010), in order to understand how the Rural Education territorializes itself in rural schools from the popular organizations committed to family farmers. In this sense, the Project Vida na Roça constitutes an example of this process of territorialization of Rural Education in schools of the Southwest of Paraná through partnerships involving the ASSESOAR, among other entities related to the family farm committed to the education of the peasants. It was possible to understand how public policies are territorialized in empirical research, conducted at Iraci Salete Strozak and São Francisco do Bandeira Rural Schools. The systematized answers pointed three modes used by teachers to set a rural school: differentiated methodology, curriculum common basis, theory and practice. Research has shown that the rural school is a contradictory territory, where the class struggle is manifested itself in the disputes by education projects and field. The Rural Education is much more than school, it is a political movement bound to the social movements for structural change of society and the state. / O Movimento Nacional Por uma Educação do Campo surge a partir do I Encontro de Educadores e Educadoras da Reforma Agrária I ENERA , promovido pelo MST no mês de julho de 1997, em Brasília, encontro este que se realizou em parceria com a Universidade de Brasília (UnB), o Fundo das Nações Unidas para a Infância e Juventude (UNICEF), a Organização das Nações Unidas para a Educação e Cultura (UNESCO) e a Conferência Nacional dos Bispos do Brasil (CNBB), representantes da igreja católica, Universidades, órgãos da Organização das Nações Unidas (ONU). Em mais de uma década, o Movimento Nacional Por uma Educação do Campo se expandiu para todo o Brasil. Com a criação da Articulação Nacional, o movimento conquistou uma série de políticas públicas, com destaque para a aprovação das Diretrizes Operacionais em 2002, que dão respaldo legal como política pública do Estado que valorize a cultura e a identidade da população do campo. O presente trabalho tem como tema: Territorialidades da educação do Campo na região Sudoeste do Paraná na última década (2000-2010), objetivando compreender como a Educação do Campo se territorializa nas escolas do campo a partir das organizações populares comprometidas com os agricultores familiares camponeses. Nesse sentido, o Projeto Vida na Roça constitui-se num exemplo desse processo de territorialização da Educação do Campo nas escolas do Sudoeste do Paraná por meio de parcerias que envolvem a ASSESOAR, entre outras entidades ligadas à agricultura familiar comprometidas com a educação dos camponeses. Na pesquisa, realizada nas escolas do campo Iraci Salete Strozak e São Francisco do Bandeira, foi possível compreender como as políticas públicas se territorializam. As respostas sistematizadas apontaram três modalidades utilizadas pelos professores para definir uma escola do campo: metodologia diferenciada, currículo da base comum, relação teoria e prática. As pesquisas demonstraram que a escola do campo é um território contraditório, onde a luta de classes se manifesta nas disputas por projetos de educação ou de campo. A Educação do Campo é muito mais que escola, ou seja, é um movimento político vinculado aos movimentos sociais de mudanças estruturais da sociedade e do Estado.

Made available in DSpace on 2017-07-10T17:30:23Z (GMT). No. of bitstreams: 1 Amarildo_Dissertacao.pdf: 1190946 bytes, checksum: 19373f6cbc7039c94555c899a6717795 (MD5) Previous issue date: 2013-08-29 / The National Movement By a Rural Education arises from the First Meeting of Educators of Agrarian Reform - I ENERA - promoted by MST in July 1997, in Brasilia, this meeting which was held in partnership with the University of Brasilia (UNB), the United Nations Children s Fund (UNICEF), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the National Conference of Brazilian Bishops (CNBB), representatives of the Catholic Church, Universities, the agencies of the United Nations (UN). In more than a decade, the National Movement for a Rural Education expanded for all Brazil. With the creation of the National Joint, the movement won a series of public policies, with emphasis on the adoption of the operational guidelines in 2002, providing legal support to public policy of the state that values the culture and identity of rural people. The present work has as its theme the Territoriality of Rural Education in the Southwest region of Paraná in the last decade (2000-2010), in order to understand how the Rural Education territorializes itself in rural schools from the popular organizations committed to family farmers. In this sense, the Project Vida na Roça constitutes an example of this process of territorialization of Rural Education in schools of the Southwest of Paraná through partnerships involving the ASSESOAR, among other entities related to the family farm committed to the education of the peasants. It was possible to understand how public policies are territorialized in empirical research, conducted at Iraci Salete Strozak and São Francisco do Bandeira Rural Schools. The systematized answers pointed three modes used by teachers to set a rural school: differentiated methodology, curriculum common basis, theory and practice. Research has shown that the rural school is a contradictory territory, where the class struggle is manifested itself in the disputes by education projects and field. The Rural Education is much more than school, it is a political movement bound to the social movements for structural change of society and the state. / O Movimento Nacional Por uma Educação do Campo surge a partir do I Encontro de Educadores e Educadoras da Reforma Agrária I ENERA , promovido pelo MST no mês de julho de 1997, em Brasília, encontro este que se realizou em parceria com a Universidade de Brasília (UnB), o Fundo das Nações Unidas para a Infância e Juventude (UNICEF), a Organização das Nações Unidas para a Educação e Cultura (UNESCO) e a Conferência Nacional dos Bispos do Brasil (CNBB), representantes da igreja católica, Universidades, órgãos da Organização das Nações Unidas (ONU). Em mais de uma década, o Movimento Nacional Por uma Educação do Campo se expandiu para todo o Brasil. Com a criação da Articulação Nacional, o movimento conquistou uma série de políticas públicas, com destaque para a aprovação das Diretrizes Operacionais em 2002, que dão respaldo legal como política pública do Estado que valorize a cultura e a identidade da população do campo. O presente trabalho tem como tema: Territorialidades da educação do Campo na região Sudoeste do Paraná na última década (2000-2010), objetivando compreender como a Educação do Campo se territorializa nas escolas do campo a partir das organizações populares comprometidas com os agricultores familiares camponeses. Nesse sentido, o Projeto Vida na Roça constitui-se num exemplo desse processo de territorialização da Educação do Campo nas escolas do Sudoeste do Paraná por meio de parcerias que envolvem a ASSESOAR, entre outras entidades ligadas à agricultura familiar comprometidas com a educação dos camponeses. Na pesquisa, realizada nas escolas do campo Iraci Salete Strozak e São Francisco do Bandeira, foi possível compreender como as políticas públicas se territorializam. As respostas sistematizadas apontaram três modalidades utilizadas pelos professores para definir uma escola do campo: metodologia diferenciada, currículo da base comum, relação teoria e prática. As pesquisas demonstraram que a escola do campo é um território contraditório, onde a luta de classes se manifesta nas disputas por projetos de educação ou de campo. A Educação do Campo é muito mais que escola, ou seja, é um movimento político vinculado aos movimentos sociais de mudanças estruturais da sociedade e do Estado.

Thesis (M. Dev.) -- University of Limpopo, 2016 / This mini dissertation seeks to articulate the issues and challenges being faced by the rural South Africa pertaining to the aspect of providing ample access to quality education. The structures, policies and programs of the flows of apartheid are therefore compered and contrasted to the post-apartheid (1994) structures, policies and programmes. It further argues that any impediment to the right is in contrast to the spirit and purport of the provisions of the Bill of Rights enshrined in the South African Constitution of 1996 which provides for this constitutional right. Although there was a radical transition in educational policies and programmes from apartheid to postapartheid, till to date there are still numerous challenges within the basic and higher educational sectors within and between institutions. This mini dissertation recommends that government should make education completely free from levels such as primary, tertiary and the postgraduate levels, and to use education as an investment tool. In this regard, government will be investing in youth to contribute in developing solutions to aid the rural masses. It recommends that education be made compulsory from grade 1 to grade 12.

The emergence of higher education opportunities in rural areas of Mexico such as throughout the state of Oaxaca has opened new opportunities for young women's professional development and new individual and community identities. I explore tensions between the collective imaginary of rural Mexico and rural women's emerging sense of independence and self-determination in light of higher education's expanding opportunities. Educational opportunities lead to community formation around commonality of experience in addition to ascribed community relationships and roles. I situate this analysis within the context of the Universidad Tecnológica de los Valles Centrales de Oaxaca (UT), a small university in San Pablo Huixtepec, Oaxaca, Mexico. Through interviews and participant observation, I answer the following questions: (1) How is rural women's identity produced through policy, geography, and social influences? (2) In what ways do college women experience change in terms of family relationships and professional trajectories? and (3) How do changes in rural women's collective identity through professional development contribute to social movements for gender equality? This thesis provides a broader examination of the implications of shifts in family trajectory for belonging and women's identity in Mexico, contributing to larger discussions regarding higher education in rural areas, women's experiences and interactions within institutions, and women's collectives as venues for societal transformation. In conclusion, I offer recommendations for educational policy that supports women's identity development, promotes gender equality, and encourages women's leadership.

[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.

Rural education in China is the meeting point between civil society and the state. Due to serious inefficiencies and insufficiencies of the education financial system, the state has searched for alternative ways to address the severe problems of education in rural areas, namely, it is performing an inclusive strategy of new social agents (NGOs) to improve the conditions of basic education in rural areas, following the paradigm “Small Government, Big Society”. By participating in the provision of rural education, NGOs engage in informal ties through which they can transfer information to the government and softly advocate changes in specific measures that would improve rural education. Educational NGOs represent the largest group of officially recognized NGOs in China, and their participation in rural education is of key significance to understand contemporary state-society relations in China. The present thesis intends to cover the whole of academic research on Chinese NGOs, understand the background conditions of rural education in China and the causes that drive NGOs to work on the field; discuss the limitations these NGOs encounter and their contributions to the development of rural education; and lastly, evaluate their implications for state-society relations in both the practical and theoretical sense, likewise expanding the existing theoretical body on civil society in China. The research methodology includes a theoretical exploration on civil society in China and a descriptive analysis of NGOs in China; an historical analysis of the development of the education system, and a descriptive study of the education conditions, focusing on rural education. It includes an examination of Project Hope, and a case study on Beijing Western Sunshine Rural Development Foundation (BWSF), based on empirical evidence gathered during a field trip conducted during the months of July and August 2009 in Beijing and Sichuan (China). It is argued that educational NGOs and the state are engaging in interdependent type of relationships. However, the case study of Beijing Western Sunshine Rural Development Foundation will evidence that educational NGOs engage in more complex interdependent dynamics as they build necessary operational social networks with other non-state agents. Such phenomenon highlights the existence of civil society aspects in China.

Différents organismes internationaux se sont penchés sur l’école rurale des pays en émergence. La plupart de ces travaux de recherche montrent que ces écoles n’offrent pas une éducation adaptée au milieu dans lesquelles elles sont situées, du fait essentiellement qu’on y a implanté la structure administrative et pédagogique des écoles urbaines sans tenir compte des caractéristiques de la population infantile des zones rurales. Afin de tenter de remédier aux difficultés identifiées, ces organismes ont proposé diverses solutions ou préconisé des politiques adaptées à ce contexte particulier. Le but de cette recherche est d’étudier comment ces recommandations convergent-elles avec les politiques éducatives et dans le quotidien des écoles en milieu rural de deux pays de l’Amérique centrale, le Costa Rica et le Nicaragua. À cette fin, comme cadre d'analyse, nous avons établi six catégories : condition socio-économique, plan d'études et pédagogie, relation école et communauté, enseignants, technologie et finalement, gestion et gouvernance. Pour ce faire, nous analysons les recommandations globales formulées par diverses organisations internationales et d’autres organismes des pays développés à propos de l'éducation rurale. Nous comparons ensuite ces informations avec les décisions politiques prises ces dernières vingt années, dans les deux pays sélectionnés afin de favoriser le développement éducatif des zones rurales. Pour finir, nous observons sur le terrain le quotidien de quelques écoles rurales des deux pays retenus. En partant de l’hypothèse qu’il existe suffisamment d’information et de recommandations permettant l’élaboration des politiques éducatives appropriées pour améliorer les conditions des écoles rurales, le travail présente une analyse multiniveaux (recommandations globales, politiques nationales et pratiques scolaires) en établissant la convergence ou la divergence dans chacune des catégories. Les principaux résultats de la recherche démontrent qu'il existe une convergence entre les pratiques scolaires et les politiques éducatives émises par les pays étudiés, avec quelques exceptions. Quant à la convergence entre les recommandations globales et les politiques émises par ces pays, on ne peut pas parler de convergence de façon générale. La recherche propose l'élaboration de profil de politiques nationales pour chaque pays, en fonction de la manière par laquelle ils abordent la problématique de l'éducation rurale : soit par l’assignation des ressources pour étendre les services éducatifs normalisés pour tous les enfants, ou en produisant des politiques focalisées, créant des programmes spécifiques, faisant remarquer la différence du monde rural. / Various international organizations have studied rural schools in developing countries and the majority of the research shows that these schools do not offer an education adapted to the community in which they are located. This is primarily due to the fact that the schools are integrating administrative and teaching structures of urban schools without taking into consideration the characteristics of child populations in rural zones. In response to the identified difficulties, these organizations proposed various solutions or recommended policies adapted to this particular context. The goal of this research is to study how these recommendations translate into educational policies and their impact on daily life of rural schools in two Central American countries, Costa Rica and Nicaragua. For this purpose, we’ve created an analysis framework with six categories: socio-economic status, curriculum and pedagogy, school and community relationships, teachers, technology, and lastly, management and governance. With this intention, we’ve analyzed the recommendations made by various international organizations and other organizations from developed countries related to rural education. We’ve compared this information to the political decisions on educational development in rural communities made in the last twenty in these two countries. Lastly, we’ve completed the research with field observations, studying the day-to-day work in rural schools. Working from the hypothesis that there exists sufficient valid information and recommendations to issue appropriate policies that improve conditions in rural schools, this work presents a multi-level analysis (global recommendations, national policies and school practices) by determining convergences and divergences in each of these levels. The main results of the research show that there is a convergence between school practices and education policies created by the countries, with some minor exceptions. When it comes to convergence between global recommendations and the countries’ policies, we cannot speak of convergence in general. This research proposes the use of national policy profiles for each country, depending on how they deal with the challenges of rural education: assigning resources to extend standard educational services to all children, or generating targeted policies, creating specific programs that highlight the difference of the rural world.

Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-04-26T14:17:54Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) carolina_vanetti_ansani.pdf: 1035063 bytes, checksum: 1dab91820a25a3c9ecdeda0ec1c4b50f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T19:05:47Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) carolina_vanetti_ansani.pdf: 1035063 bytes, checksum: 1dab91820a25a3c9ecdeda0ec1c4b50f (MD5) / Made available in DSpace on 2017-05-16T19:05:47Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) carolina_vanetti_ansani.pdf: 1035063 bytes, checksum: 1dab91820a25a3c9ecdeda0ec1c4b50f (MD5) Previous issue date: 2016 / O presente trabalho teve por objetivo realizar uma an?lise explorat?ria a respeito do processo de constru??o do Curso de Licenciatura em Educa??o do Campo da Universidade Federal dos Vales do Jequitinhonha, o PROCAMPO/LEC, relacionado ao contexto de constru??o das lutas e pol?ticas p?blicas em torno da Educa??o do Campo no Brasil, em Minas Gerais e mais especificamente no Vale do Jequitinhonha. Para tanto foi utilizado o estudo de caso, com pesquisa qualitativa atrav?s de revis?o bibliogr?fica, centrada nas mobiliza??es sociais em torno de uma perspectiva de educa??o camponesa e a resposta do Estado a essas demandas, bem como an?lise documental dos registros do PROCAMPO, e ainda em entrevistas semiestruturadas com sujeitos envolvidos em diferentes etapas de constru??o do PROCAMPO na UFVJM, a saber: representantes da administra??o da UFVJM e do curso, professor volunt?rio, egressos do curso, e representante da Secretaria de Estado da Educa??o de Minas Gerais. O que se observou neste estudo foi a desconex?o entre as propostas elaboradas pelos movimentos sociais em rela??o ? educa??o do campo quando estas se tornam pol?ticas p?blicas. A rigidez das normas estatais, o pouco entendimento dos gestores sobre as demandas e propostas dos movimentos, al?m de diverg?ncias pol?ticas provocaram descontinuidades entre as experi?ncias educacionais constru?das pelos movimentos e as pol?ticas p?blicas implementadas a partir de uma orienta??o pela Educa??o do Campo. Tais descontinuidades foram observadas n?o s? no ?mbito geral, mas tamb?m no PROCAMPO da UFVJM e indicam pontos nodais que demandam maior abertura para o di?logo entre estado e sociedade. Tamb?m ficou expl?cita a fragilidade das pol?ticas p?blicas de educa??o do campo, muitas vezes secundarizadas at? mesmo pelas institui??es que as acolhem. E por consequ?ncia, trouxe ? tona a grande energia dispendida pelas organiza??es camponesas na manuten??o dessas pol?ticas, mesmo com cr?ticas a seu formato e forma de implanta??o. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / The present study aimed to carry out an exploratory analysis about the construction process of the Rural Education Licentiate Course at the Federal University of Jequitinhonha (PROCAMPO / LEC), related to the context of social movements claims for Rural Education public policies in Brazil, Minas Gerais, and more specifically in the Jequitinhonha Valley. For this case of study qualitative research was used through literature review focused on social mobilization for rural education and the State's response to these demands. Along with documentary analysis of PROCAMPO records, semi-structured interviews with individuals involved in different stages of construction in UFVJM PROCAMPO - two ex-member of the administration of UFVJM and PROCAMPO, a volunteer teacher, two course graduates, and a member of the State Department of Education of Minas Gerais - were also used. In this study it was possible to observe the disconnection between the social movements proposals and its respective public policies. Some of the reasons were rigid state standards, the limited understanding of the managers on the demands and proposals of the social movements, and political differences between involved parts. Such discontinuities were observed not only in general context but also in the UFVJM PROCAMPO and indicate nodal points that require more openness for dialogue between state and society. The fragility of public policy for rural education was also explicit, often backgrounded even by the same institutions hosting them. As a result, it was brought to light the great energy expended by peasant organizations in maintaining these policies, despite criticism of its format and implementation form.