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Previous issue date: 2015-08-31 / Considerando a situa??o de descaso existente no ensino p?blico brasileiro e, especialmente, no processo de escolariza??o rural, a presente disserta??o objetiva analisar o processo de implementa??o das Diretrizes Operacionais para a Educa??o B?sica nas Escolas do Campo (DOEBEC), marco regulat?rio da pol?tica nacional de educa??o do campo. Ser?o analisadas, nesse sentido, as condi??es de trabalho docente em escolas do meio rural do Rio Grande do Norte (RN), no ano de 2010. A amostra da pesquisa toma como refer?ncia a representatividade do universo escolhido em rela??o ? totalidade das escolas rurais pertencentes ao estado do RN. Para responder aos objetivos da investiga??o, optamos por apresentar uma an?lise cr?tica dos seguintes eixos: 1) implementa??o das DOEBEC; 2) condi??es de trabalho e forma??o docente. Os eixos ou categorias de investiga??o foram escolhidos com base nas determina??es das DOEBEC (Resolu??o CNE/CEB n. 01/2002). Para o levantamento de dados nas referidas escolas, optamos pela realiza??o de entrevistas com os professores e gestores que compunham o quadro docente desses estabelecimentos de ensino em 2010. Tamb?m foram utilizados, para a caracteriza??o do atendimento escolar em escolas rurais do RN, no mesmo ano, dados estat?sticos oficiais disponibilizados pela Secretaria Estadual de Educa??o e Cultura (SEEC/RN). O estudo estat?stico e dos dados prim?rios coletados na pesquisa de campo apontou que as condi??es de trabalho docente ainda s?o um entrave para o desenvolvimento do trabalho educativo do professor em ?reas rurais. De acordo com as entrevistas concedidas pelos participantes da pesquisa, percebemos que as DOEBEC, apesar de terem sido sancionadas no ano de 2002, em 2010, ainda eram pouco conhecidas e discutidas pelos entrevistados das referidas escolas. Dessa forma, propomos que a implementa??o da pol?tica de educa??o do campo no estado do RN, institu?da pelo marco legal das DOEBEC e reafirmada pela Carta do Rio Grande do Norte para a Educa??o do Campo (BRASIL, 2005), seja repensada e reavaliada, no sentido de assegurar que as mudan?as propostas nesse texto legal, inerentes ao funcionamento escolar, ?s condi??es de trabalho docente, ? gest?o das escolas do campo, ? remunera??o e ? valoriza??o do trabalho docente, ? forma??o docente, ?s condi??es do transporte escolar, entre outros, sejam transformadas em a??es concretas para a melhoria da qualidade do ensino ofertado nas escolas rurais do estado do RN. / Considering the situation of neglect existing in Brazilian public education and, specially, in the process of rural schooling, this dissertation aims to analyze the process of implementation of the Operational Guidelines for Basic Education in Rural Schools (DOEBEC), regulatory framework of the national policy of rural education. On it, we analyze the conditions of teaching work in rural schools of Rio Grande do Norte (RN), in 2010. The sample of the survey has as reference the representativeness of the chosen universe in relation to the totality of rural schools belonging to the state of RN. To answer the goals of the research, we opted to present a critical analysis of the following points: 1) Implementation of the DOEBEC; 2) Conditions of teaching work and teaching training. The points or categories of research were chosen based in the determinations of the DOEBEC (Resolution CNE/CEB n. 01/2002). For the data collection in the referred schools, we opted for the realization of interviews with the teachers and managers of these teaching establishments, in 2010. It was also utilized, for the characterization of school attendance in rural schools of RN, in 2010, official statistical data available by the State Secretary of Education and Culture (SEEC/RN). The analysis of the statistical data and of the primary data collected in field research indicated that the conditions of teaching work are still an obstacle to the development of the educative work of the teacher in rural areas. According to interviews with the participants of the research, we realized that the DOEBEC, despite being sanctioned in 2002, were still dimly known and discussed by the interviewees of the referred schools in 2010. Thus, we propose that the implementation of the policy of rural education in RN, instituted by DOEBEC?s legal landmark, and reaffirmed by the Rio Grande do Norte?s Charter to Rural Education (Brazil, 2005), is rethought and reconsidered, in the sense of ensuring that the changes proposed in this legal text, inherent to the school functioning, to the conditions of teaching work, to the rural schools? management, to the remuneration and valorization of teaching work, to the teaching training, to the conditions of school transport, among others, be turned into concrete actions to improve the quality of education offered in the rural schools of RN state.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21069 |
| Date | 31 August 2015 |
| Creators | Lira, D?bora Am?lia Nunes de |
| Contributors | 08610646823, http://lattes.cnpq.br/8288392835017165, Queiroz, Maria Aparecida de, 01999184491, http://lattes.cnpq.br/0642511546307992, Azevedo, Marcio Adriano de, 83901701400, http://lattes.cnpq.br/2689467070016983, Souza, Antonio Lisboa Leit?o de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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