Escola e realidade do campo : o caso do Centro de Ensino Fundamental Pipiripau II - Planaltina - DF

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This research was realized at Centro de Ensino Fundamental do Piripipal II, a school besieged in the periphery of Planaltina in Distrito Federal. Having as the objective a study about the way of insertion of this scholar community in the reality that it works, and to comprehend the way that the teachers interpret the country schools reality, its local habitants, and the emergency questions that punctuate this communitys quotidian. The approach of this study was supported by the contemporary discussion questions and the building of a project Educação no Campo. This project works as an alternative to the dominant pattern of the countrys development, which has as axle the agriculture business politics and its consequences on social exclusion and on environmental destruction, in levels never seen before, but with a modernity garments, it gets more difficult to disclose than the old systems of colonial exploration brought more explicit its intentions. This way, are several senses that build themselves for the actual countrys reality, fulfilling the social imaginary: since its extinction until its continuation as a marginal space necessary to feed these agro industries, today installed there too. In front of this, this study comprehends that the dichotomized way of building senses of these spaces: country and urban, is supported by the historical interpretations that culminated in the deep ruptures in the relations between the humans end the environment in the capitalist society. To research the scholar quotidian from this discussion, we make the option to the participating observation, where other elements were put with sights to lucid these questions, above all, the function of the context complexity, considering also the fact that the researcher is a participating subject of the reality in question. In front of this were used the following research instruments: diaries of the camp; the memories registers, recordings that matched the history (about 10 years) of the researcher in this scholar community; photos and file scholar documents. Part-structured interviews (a small life historical) were also realized with four teachers who, except for one, occupy or occupied the position of a pedagogic coordinator in Centro de Ensino , where these three teachers are also just graduated by the Programa de Pedagogia para Professores, for those who act in the initial grades. Besides this, the used materials (photos, pictures) were made by the teachers, they build them during the extension course Espaço e Lugar O Ambiente como Mundo Vivido, and materials produced with the students from the fifth until eighth grade, with reports of life history in way of producing texts and pictures. As results of this research, it makes evident the difficulties, potentialities and contradictions lived by this school, from the moment that she tries to overcome its distance according to the necessities and local knowledge, manifesting itself in an ambiguity of senses that supports its pedagogic making. From this problematic, were seek agreements that objectivists interventions of educative character, according to a better comprehension of the local reality, because of the perception of the importance of the continuation of this work. In the biggest context of this study, the deeds show that only the formal capacitating doesnt get the complexity required to think in a countrys education. This way, we noticed that the urgency of the belongings laces of these teachers with the life style of the habitants and of the countrys workers, and the necessity to discuss the nature of the social relations subjacent that make end meant its political and pedagogic action. We think that the countrys education sense would be a way to build again these dichotomized relations that join the scholar quotidian, taking to the consuming and suffering in the human relations. In the biggest context of this research, we organized the central thematic axles that make possible some considerations: the teachers difficulty in comprehend the different contemporary problematic between country and city find resonance in historical matrices from the multiples interpretations for these different places: sometimes a romantic and idealized vision of the nature, seen as a being separated from the society, or the hostility of this space, had as rustic and late, according to the capitalism conception on camp. The schools difficulty in coming with the cultural and economical need of the local community, seen by the teachers as the strangulation point in the pedagogic scholar process, comes to the sight, as the permanency of the authorities relations inside the educational institution from DF. In this sense, the needed changes to the advance of the project Educação no Campo, should come from a formatting profile of a countrys educator, insert in a biggest context for a project of life in the country, dissonant of the capitalistic agriculture propose.

ASSUNTO(S)

desenvolvimento socio-ambiental educação do campo educacao escolas rurais

ACESSO AO ARTIGO

Documentos Relacionados