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Previous issue date: 2018-03-14 / This work aims to contribute to the debate of the territorial perspective of the conception of education, field and public policies claimed by workers, movements and social organizations, articulating the universality of the political and philosophical dimensions with the objective conditions of educational spaces in the scale of the municipality of Santa In?s / BA. The general objective is to understand to what extent the theoretical-empirical conception of Field Education contributes to the conformation of the territory and peasant territorialities from the rural schools in that municipality. In order to achieve our goal, we took into consideration the historical and social conditions that shaped the Brazilian rural territory centered on land concentration, monoculture and expropriation of the men and women of the field, at the various scales of analysis (municipal, state and national). Next, we distinguish Rural Education from Field Education as distinct and conflicting ways of thinking about the countryside and producing territories and territorialities, the latter being a strategic space in the struggle of workers, organized in social movements and organizations in the face of social exclusion, access to land and the knowledge historically produced by mankind, such as the different ways of conceiving school, education and the field lead to different relations of power and social subjects in the production of equally distinct territories, in the logic of capital or in the logic of the workers life. Therefore, Field Education, itself as a territory, evidences a kind of dispute and the conflict between social projects, so we devote a part of the text to reflect on the concepts of territory and territoriality, as well as its implications in educational processes. Empirical evidences show that rural schools are still under the influence of pedagogies contrary to social emancipation, as are teachers who, most of them, can not understand the essence of social phenomena, so that they are unable to overcome the apparent reality barrier and to establish scientific explanations for everyday facts. However, continuing education programs at municipal and federal levels, such as the Land School Program, as well as the inclusion of field education scholars in fractions of local public power, demonstrate a broad of possibilities for the implementation of those policies on the field. Therefore, we recognize the challenges that are posed, but we support the thesis of the feasibility and plausibility of the intensification of collective actions at the local level with a view to the operationalization of the set of norms conquered at the national level. In the end, we systematized the data of empirical research, interviews and participant observation in the spaces and time of planning and pedagogical training in the document "Grants for the Education of the Field in Santa In?s/BA". / As formula??es aqui desenvolvidas visam contribuir para o debate da perspectiva territorial da concep??o de educa??o, campo e pol?ticas p?blicas reivindicada pelos trabalhadores, movimentos e organiza??es sociais, articulando a universalidade das dimens?es pol?ticas e filos?ficas com as condi??es objetivas dos espa?os educativos na escala do munic?pio de Santa In?s/BA. Como objetivo geral, busca-se compreender em que medida a concep??o te?rico-emp?rica da Educa??o do Campo contribui na conforma??o do territ?rio e territorialidades campesinas a partir das escolas do campo no munic?pio em quest?o. Para isso, revisitamos as condi??es hist?ricas e sociais que conformaram o territ?rio rural brasileiro centrado na concentra??o fundi?ria, na monocultura e expropria??o dos homens e mulheres do campo, nas diversas escalas de an?lise (municipal, estadual e nacional). Em seguida, distinguimos a Educa??o Rural e a Educa??o do Campo como distintas e conflitantes formas de pensar o campo e produzir territ?rios e territorialidades, sendo esta ?ltima espa?o estrat?gico na luta dos trabalhadores, organizados em movimentos e organiza??es sociais frente ? exclus?o social, sobretudo do acesso ? terra e ao conhecimento historicamente produzido pela humanidade. As diferentes formas de conceber a escola, a educa??o e o campo conduzem a diferentes rela??es de poder e sujeitos sociais na produ??o de territ?rios igualmente distintos, na l?gica do capital ou na l?gica de vida dos trabalhadores, por exemplo. Sendo assim, a Educa??o do Campo, ela mesma enquanto territ?rio, evidencia a disputa e o conflito entre projetos societ?rios, por isso dedicamos uma parte do texto a refletir sobre os conceitos de territ?rio e territorialidade, bem como suas implica??es nos processos educativos. Os dados emp?ricos demonstram que as escolas do campo ainda est?o sob a influ?ncia de pedagogias contr?rias ? emancipa??o social, assim como professores que, em maioria, n?o conseguem compreender a ess?ncia dos fen?menos sociais, de modo que est?o impossibilitados de superar a barreira da realidade aparente e estabelecer explica??es cient?ficas para os fatos cotidianos. Contudo, os programas de forma??o continuada no ?mbito municipal e federal, a exemplo do Programa Escola da Terra, bem como a inser??o de estudiosos da Educa??o do Campo em fra??es do poder p?blico local demonstra um campo de possibilidades para a implementa??o das pol?ticas p?blicas educacionais do campo. Diante disso, reconhecemos os desafios que est?o postos, mas sustentamos a tese da viabilidade e plausibilidade da intensifica??o das a??es coletivas no ?mbito local com vistas ? operacionaliza??o do conjunto de normativas conquistadas em ?mbito nacional. Ao final, sistematizamos os dados da pesquisa emp?rica, das entrevistas e da observa??o participante nos espa?os e tempo de planejamento e forma??o pedag?gica no documento ?Subs?dios para a Educa??o do Campo em Santa In?s/BA?.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/685 |
| Date | 14 March 2018 |
| Creators | Santos, Cl?vis Costa Dos |
| Contributors | Coelho Neto, Agripino Souza |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Profissional em Planejamento Territorial, UEFS, Brasil, DEPARTAMENTO DE CI?NCIAS SOCIAIS APLICADAS |
| 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 | 8164868946741676126, 600, 600, 600, -6989027427224248354, -1988061944270133392 |
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