Pedagogia da alternância na prática educativa da Escola Família Agrícola Dom Fragoso no Ceará
The aim of this research is to study the Pedagogy of Alternation in the pedagogical political Project of the Dom Fragoso Agricultural Family School (AEFAI, 2010), located in the municipality of Independência, and its contribution to the pedagogical practice in the school graduation and meaningful ed...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/51333 |
| Acceso en línea: | http://www.repositorio.ufc.br/handle/riufc/51333 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogia da Alternância EFA Dom Fragoso Assentamento Monte Alegre Prática Educativa do Campo |
| Sumario: | The aim of this research is to study the Pedagogy of Alternation in the pedagogical political Project of the Dom Fragoso Agricultural Family School (AEFAI, 2010), located in the municipality of Independência, and its contribution to the pedagogical practice in the school graduation and meaningful educational practice to the Monte Alegre Settlement in the municipality of Tamboril, Ceará. The Case Study method of descriptive type, with theoretical contribution in Robert Yin (2010), provides us the comprehension of the objective of the study in the real context with dialectic and critical position. The empirical data collecting, starting from the observation, focus group and interview, was organized with the content analysis use referred in Laurence Bardin (2011). The main authors with which the research mentions are, Gimonet (2007), Ribeiro (2010) e Nosella (2012), these directly connected to the objective of this study. And it still speaks with authors that deal with the contextualization of the objective, positioned as a register on the way of the Farm Education: Carvalho (2006), Caldart (2011) e Gohn (2018) and still, considered the genesis of the studied phenomenon, the studious in the pedagogical ideas in Brazil’s Popular Education Paulo Freire (2004 e 2005) and Gadotti (2018). Other referred authors unveil the Pedagogy of Alternation conceptual categories, pedagogical practice and educational practice imbricated in the analysis categories: Farm Education, Popular Education and Pedagogy of Alternation. An answer reached with the research, considers the Pedagogy of Alternation as the very first strategy of the popular education ideal comprehension to the agriculturists farm education. Another answer is the Pedagogy of Alternation contribution in the graduation of the learners of the EFA Dom Fragoso as a Study Plan result turned into a Professional Project for Young People (PPJ), this, with a critical look upon the reality and with the Semiarid contextualized Education perspective (ECSA). The EFA Dom Fragoso, in the farm education context, and with integrative Pedagogy of Alternation practice, allows the generations educational meeting and promotes the exchange of experiences between pedagogical practices. With conceptual knowledge and essential attitudes to the education of all the ones involved, in a special way, to the learners graduation, their relatives and neighbours, in an educational practice, made in their everyday life. |
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