Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T11:04:51Z No. of bitstreams: 1 2015 - Maiza Gabrielle Ribeiro Pereira.pdf: 1027889 bytes, checksum: b3b63a440a6fc35f9a0001062c6b903a (MD5) / Made available in DSpace on 2017-01-16T11:04:51Z (GMT). No. of bitstreams: 1 2015 - Maiza Gabrielle Ribeiro Pereira.pdf: 1027889 bytes, checksum: b3b63a440a6fc35f9a0001062c6b903a (MD5) Previous issue date: 2015-11-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The reflection made in the research base of this dissertation deals with the issue of formation of subjects of rural areas through educational experiences that build the Rural Education. Precisely, this focuses on the Pedagogy of Alternation by CEFFA, training of young people and adults do Campo, it usually serves a pedagogical approach that emphasizes the link between education and work, preparing the subject to life. This reflection dialogues with local / rural development settings, pointing successful points of the Pedagogy of Alternation, public policy. also shows the socio-historical perspective, as a method of criticism of collective social imagination, which combines the countryside and those who live in it, as something underdeveloped and "late", which for better characterization, then we use the image of "Fabiano" book character "Vidas Secas" of Graciliano Ramos. To better understand the problem, the research is divided into two parts. The first raises a discussion of the relationship of the subjects that are established in the field of literary production in Brazil prior to the period of expansion and technification of agriculture to the present day, weaving social history under the influence of "racial theories" in the composition of class division, which subjugated and subdues the farmer as a class unprepared to live in a new society provided with a new social standard and reformulated in new technology bases. The second stage of the research, portrays the new experiences of promotion of Rural Education, highlighting the CEFFA as part of the field enhancement process in support of local / rural development. Thus describes and contextualizes these experiences and their educational practices of sociocultural relations originating from public investment policies, new ruralities and local / rural development of the North Capixaba. / A reflex?o feita na pesquisa, base desta disserta??o, trata sobre a problem?tica da forma??o de sujeitos do meio rural por meio de experi?ncias pedag?gicas que constroem a Educa??o do Campo. Precisamente, esta focaliza a Pedagogia da Altern?ncia pelo CEFFA, na forma??o de jovens e adultos do Campo, pois geralmente atende a uma proposta pedag?gica que prioriza a articula??o entre a escolariza??o e o trabalho, preparando o sujeito para a vida. Essa reflex?o dialoga com defini??es de desenvolvimento local/rural, apontando pontos exitosos da Pedagogia da Altern?ncia, pol?ticas p?blicas. Aponta ainda a perspectiva s?cio-hist?rica, como m?todo da cr?tica ao imagin?rio social coletivo, que associa o campo e quem nele vive, como algo subdesenvolvido e ?atrasado?, que para melhor caracteriza??o, ent?o, utiliza-se a imagem do ?Fabiano?, personagem do livro ?Vidas Secas? de Graciliano Ramos. Para melhor compreens?o da problem?tica, a pesquisa se divide em dois momentos. O primeiro levanta uma discuss?o das rela??es dos sujeitos que est?o estabelecidas no campo da produ??o liter?ria do Brasil, anterior ao per?odo de expans?o e tecnifica??o da agricultura at? os dias de hoje, tecendo a hist?ria social sob a influ?ncia das ?teorias raciais? na composi??o da divis?o de classes, que subjugou e subjuga o homem do campo como sendo uma classe despreparada, para viver em uma nova sociedade provida de um novo padr?o social e reformulada em bases de novas tecnologias. O segundo momento da pesquisa, retrata as novas experi?ncias de promo??o da Educa??o do Campo, evidenciando o CEFFA como parte do processo de valoriza??o do campo em prol do desenvolvimento local/rural. Dessa maneira descreve e contextualiza essas experi?ncias e suas pr?ticas educativas das rela?oes socioculturais origin?rias das pol?ticas p?blicas de investimentos, em novas ruralidades e desenvolvimento local/rural do norte Capixaba