nÃo hà / O presente estudo busca investigar o projeto formativo desenvolvido na Escola FamÃlia AgrÃcola Dom Fragoso, localizada na comunidade de Santa Cruz, IndependÃncia, CearÃ. As reflexÃes desse trabalho incidem em compreender o papel desse projeto na prÃtica social de seus/suas alunos/as egressos/as que convivem no contexto do semiÃrido cearense. Trata-se de uma pesquisa qualitativa que fez uso da estratÃgia de estudo de caso para aprofundamento dos conceitos abordados. Para alcance do objetivo proposto, a investigaÃÃo pÃe como guia de orientaÃÃo destes estudos o seguinte problema: Quais as contribuiÃÃes do projeto formativo da Escola AgrÃcola FamÃlia AgrÃcola Dom Fragoso na prÃtica social de seus/uas alunos/as egressos/as? Embasam as ideias deste trabalho os seguintes autores: CALDART(2005), ARROYO(2003), MATTOS(2011), FREIRE(2005), FREIRE(1983), GARCIA-MARRIRODRIGA (2010), MORIN(2003), PEREIRA(2010), FRAGOSO(2005), FURTADO(2004), CARVALHO(2006), BEGNAMI(2004), GIMONET(2007). Assim como o contexto das Leis de Diretrizes Curriculares Nacionais para a EducaÃÃo BÃsica (2010), os Marcos Normativos da EducaÃÃo do Campo(2012) e a Proposta PedagÃgica da Escola, dentre outros autores e documentos que tratam da EducaÃÃo do Campo. Para confrontar as leituras, foram realizadas observaÃÃes na Escola e nas comunidades onde residem os/as alunos/as egressos, entrevistas com alunos/as egressos e com profissionais da escola. Foram realizadas ainda entrevistas com uma ex-professora dos/as alunos/as entrevistados e com dois lÃderes comunitÃrios que acompanham esses alunos/as ao longo de suas vidas. No decorrer da pesquisa, verificou-se que a escola reconstrÃi um olhar humanizador e consciente sobre o campo e sobre suas fragilidades econÃmicas e naturais. Para finalizar, pode-se asseverar que a prÃtica social dos alunos e alunas à diferenciada, na medida em que hà um desenvolvimento da consciÃncia crÃtica desses, lhes permitindo uma leitura de mundo ampla capaz de subsidiar uma prÃtica social de construÃÃo de um mundo melhor em seus diferentes espaÃos de vivÃncia, promovendo, assim, a prÃxis educativa atravÃs da reflexÃo da vida e da escola. / This study investigates the formative project developed at the School Agricultural Family Dom Fragoso, located in the community of Santa Cruz , Independence, CearÃ. The reflections of this work focus on understanding the role of this project in the social practice of its graduates students who live in the context of Cearà semiarid region. It is a qualitative study that used the case study strategy to deepen the concepts discussed. To reach the proposed objective and investigation will as a guide these studies the following problem: What are the contributions of the training project of Dom Fragoso Agricultural Family Farm School in social practice of its graduates students? The following authors form the base ideas for this study: CALDART (2005), ARROYO (2003), MATTOS (2011), FREIRE (2005), FREIRE (1983), GARCIA-MARRIRODRIGA (2010), MORIN (1999), PEREIRA (2010) , FRAGOSO (2005), FURTADO (2004), CARVALHO (2006), BEGNAMI (2004), GIMONET (2007). The context of National Curriculum Guidelines for Basic Education Laws (2010), the Normative Guides for Countryside Education (2012) and the School‟s Pedagogical Planning, among other authors and documents, deal with Rural Education. To confront the readings, the following tasks were performed: observations at school and communities where the former students live; interviews with former students, school professionals. Interviews were also performed with a former teacher of the interviewed students and two community leaders who accompany these students throughout their lives. During the search the school rebuilds a humanizing and conscious look at the field and it‟s economic and natural. Finally one can assert that the social practice of pupils is different , in that there is a development of critical awareness of these , allowing them a wide world of reading able to subsidize social practice of building a better world in its different spaces of experience , thus promoting the educational practice through reflection of life and school. Finally one can assert that the social practice of pupils is different, in that they seek to integrate union and solidarity in building a better world in its different spaces of experience, thus promoting the educational praxis through reflection of life and school.
| Identifer | oai:union.ndltd.org:IBICT/oai:www.teses.ufc.br:9457 |
| Date | 31 July 2015 |
| Creators | Maria Deuselena Dias de Souza |
| Contributors | Jose Ribamar Furtado de Souza, Celecina de Maria Veras Sales, Sandra Maria Gadelha de Carvalho |
| Publisher | Universidade Federal do CearÃ, Programa de PÃs-GraduaÃÃo em EducaÃÃo, UFC, BR |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFC, instname:Universidade Federal do Ceará, instacron:UFC |
| Rights | info:eu-repo/semantics/openAccess |
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