EducaÃÃo do campo: PRONERA, uma polÃtica pÃblica em construÃÃo / Rural education: PRONERA, a public policy in development

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

18/05/2006

RESUMO

Since the 1990Âs, landless workers movement (MST) have fought for rural education guaranteed by a political pedagogical proposal due to the high illiteracy rate in the areas of land settlement in Brazil. Regarding the Education of Youth and Adults (EducaÃÃo de Jovens e Adultos âEJA),several Brazilian States integrated the National Education Program in Agrarian Reform Areas (PRONERA), which focuses on adult literacy and Basic education of teachers that are working in land settlements. This program has been conducted in parternship with government agencies and State and Federal Universities of CearÃ. This research aimed to analyze PRONERA evaluating how representative it is regarding public policies, specifically EJA in Rural Areas. This was based on the experience developed in Santa BarbaraÂs rural settlement within the municipality of Caucaia-CearÃ, from 1999 to 2005. Empirical data were collected through interviews, informal conversations and group activities with teachers, students and coordinators of EJA. There were also classroom activities and research on basic literature and documents about PRONERA. The diversity of courses was developed with many difficulties, such as: inadequate places, poor teaching materials, including vision deficiencies for the elderly and delays in fund transfers for the program. These problems were observed in three EJAÂs classrooms. In spite of mentioned difficulties, teachers and students have persevered and collectively reflected the land settlementâs problems in classroom, such as fish farming and beekeeping for income raising. PRONERA has generated a significant improvement in the education of Santa BarbaraÂs settlement and has brought the opportunity of eight teachers receiving the degree in the Pedagogy Course. This enabled the creation of the Center for Childhood Education and increased the number of enrollments from the 5th to th 8th grade in the supplemental educational system. The partnership among MST and state institutions such as: the Ministry of Agrarian Development (MDA), the National Institute of Colonization and Agrarian Reform (INCRA - CearÃ), the Federal University and State University of Cearà (UFC/ UECE) and the Department of Basic Education of Cearà (SEDUC), experienced by PRONERA, induced a significant learning for all the land settlers. This was expressed in relation to the experience of land conflict, definition of roles and functions, and the confrontation of social and scientific knowledge. It is clear that PRONERA as a public policy in development is, in fact, revealing the relationship between civil society and State. This has been crucial to democracy, both guaranteeing the right to education and expanding the public sphere with the participation of State and social movements in policy management.

ASSUNTO(S)

educacao rural educaÃÃo do campo assentamentos rurais polÃticas pÃblicas movimentos sociais rurais rural education rural settlements public policies rural social movements movimento dos trabalhadores rurais sem-terra â educaÃÃo trabalhadores rurais - educaÃÃo â santa barbara, caucaia(ce) movimentos sociais rurais â educaÃÃo â santa barbara, caucaia(ce) programa nacional de educaÃÃo na reforma agrÃria trabalhador rural- santa barbara, caucaia (ce)- educaÃÃo assentamentos humanos â santa barbara, caucaia(ce) educaÃÃo rural â santa barbara, caucaia(ce) polÃticas pÃblicas em educaÃÃo - brasil

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