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Previous issue date: 2015-09-25 / The study about multigrade rural schools based on the rural individuals is justified by the importance of the topic in the social, political and academic scope, since it is important to investigate, to know and to understand the problems of multigrade classes and its social educational peculiarities. Therefore, this research aims to analyze the meaning of multigrade rural schools for the individuals of the school community, in the context of S?o Gon?alo dos Campos, in the interior of Bahia. Anchored in the discussion about rural education, this study presents a qualitative research using case study. The places of study were two schools in the aforementioned county: an active school and another deactivated. The participants in this research were: one representative of the county educational administration, teachers of the multigrade rural schools and parents of students. The data collection instrument was a semi-structured interview and the data was analyzed based on content analysis. From the data produced, it has been identified that the parents find positive value in schools located the rural communities where they live regardless of pedagogical organization adopted by them. For them the multigrade rural schools are seen as a guarantee to the right to have an education, as spaces that belong to the community history, as responsible for school education and social education of the individual and as a ?vehicle? that allows them to have the long awaited ?social climbing?. The teachers see the multigrade rural schools as an important local institution because it allows the kids to study where they live, besides the fact that they are a space for the community to socialize and for the families to get together. Both the parents and teachers emphasize the poor conditions of the school infrastructure as a negative aspect, a factor that drives students away rather than attract them. For the county administration, the multigrade rural schools do not promote a learning environment for the students and for that reason they represent more of a problem than a challenge for the public educational work and investments. The study shows that the closing of the multigrade rural schools in the S?o Gon?alo dos Campos County has proved to be a phenomenon that causes many impacts on the community and routine of the families in the social, symbolic and emotional context. Such phenomenon, justified by the government as a strategy to improve the education in the rural areas of the county, is neither in line with the Rural Education Policy nor with the wishes and opinions of the individuals from the rural communities that participated in this research. The study also shows the need to prepare an educational plan for the S?o Gon?alo dos Campos County articulated with the debates about Rural Education and in line with the social-cultural demands of the rural individuals. / O estudo sobre as escolas rurais multisseriadas a partir dos sujeitos do campo, justifica-se pela import?ncia do tema no ?mbito social, pol?tico e acad?mico, visto que se faz premente investigar, conhecer e compreender a problem?tica da multisseria??o e suas peculiaridades socioeducacionais. Nesse sentido, a presente investiga??o tem com objetivo analisar o significado das escolas rurais multisseriadas para os sujeitos da comunidade escolar, no contexto do munic?pio de S?o Gon?alo dos Campos, no interior da Bahia. Ancorado no debate da Educa??o do Campo, o estudo apresenta uma pesquisa qualitativa, do tipo estudo de caso. O l?cus foram duas escolas da zona rural do referido munic?pio: uma escola em funcionamento e outra desativada. Os sujeitos participantes desta pesquisa foram: um representante da gest?o educacional do munic?pio, docentes de escolas rurais multisseriadas e pais/m?es de alunos. O instrumento de coleta de dados foi a entrevista semi-estruturada, e os dados foram analisados com base na an?lise de conte?do. A partir dos dados produzidos, foi identificado que os pais atribuem valor positivo ?s escolas localizadas nas comunidades rurais onde residem, independentemente da organiza??o pedag?gica adotada pelas mesmas. Para eles, as escolas rurais multisseriadas s?o vistas como a garantia do direito ? educa??o, sendo espa?os pertencentes ? hist?ria da comunidade, locais respons?veis pela forma??o escolar, pela forma??o social dos sujeitos, al?m de ser o ?ve?culo? de promo??o da t?o sonhada ?ascens?o social?. As professoras veem a escola rural multisseriada como uma importante institui??o local, pois possibilita ?s crian?as estudarem no lugar onde vivem, al?m de ser um espa?o de socializa??o comunit?ria e de aproxima??o com as fam?lias. Tanto os pais quanto as professoras ressaltam as condi??es prec?rias de infraestrutura das escolas como um aspecto negativo, um fator que mais expulsa os alunos do que os atrai. Para a gest?o municipal, as escolas rurais multisseriadas n?o promovem a aprendizagem dos alunos, e por isso representam mais um problema do que um desafio para o trabalho e investimento p?blico educacional. O estudo revela que o fechamento de escolas rurais multisseriadas nos ?ltimos anos, no munic?pio de S?o Gon?alo dos Campos, revelou-se como um fen?meno que causa diversos impactos nas comunidades e no cotidiano das fam?lias, seja na perspectiva social, simb?lica e/ou afetiva com o contexto. Tal fen?meno, justificado pelo poder p?blico como estrat?gia para melhorar a educa??o na zona rural do munic?pio, n?o est? em conson?ncia com a pol?tica nacional de Educa??o do Campo, nem com os anseios e opini?es dos sujeitos das comunidades rurais que participaram desta pesquisa. Esta investiga??o revela ainda a necessidade de elabora??o de uma proposta educativa no contexto do munic?pio de S?o Gon?alo dos Campos, articulada ao debate da Educa??o do Campo e em conson?ncia com as demandas socioculturais dos sujeitos do campo.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/300 |
| Date | 25 September 2015 |
| Creators | Lima, La?s Alc?ntara Rios |
| Contributors | Cavalcante, Ludmila Oliveira Holanda |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE EDUCA??O |
| 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 UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1352177059867160609, 600, 600, 600, 600, -7450372820171171698, -240345818910352367, -4659188170755874795 |
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