Práticas educativas populares na licenciatura em educação do campo, no território da Amazônia tocantina

This study guides the Graduation Course of Field Education offered by the Federal University of Pará, Campus Cametá-PA, in the territory of the Tocantins region of the Amazon. Our reflections are centered in the analysis of the relationship that this course establishes between the qualification of the field educators and the popular educative practices for understanding them as educative processes of human formation which come true by means of the organizations, associations, social and union movements in the perspective of the social transformation. The study has its bases in the Dialectic Historical Materialism to understand the movement that involves the formation of field educators in the context of the popular educative practices, enhancing the action of the educators in the popular spaces in the perspective of the transformative praxis. We anchor to the concept of praxis, from the Marxist theory and the Freirean conception, for we understand that both result in human intervention in the reality in the perspective of transforming it. The theoretical venture was based on the conceptual categories: Formation of Field Educators, Field Education, Territory and Popular Educative Practice. The study was developed from the bibliographical and documental analysis and field research. We used the questionnaire for data gathering, with both open and closed questions, participant observation, and semi-structured interview. The information gathered allowed us to construct three axes of analyses which aimed at identifying the LEDOC contributions in the construction and affirmations of popular educative practices, in the formation of field educators, they are: 1) The Tocantins region of the Amazon as a territory of conflicts, resistance and of action of the field educator; 2) The LEDOC as a request of the Social Field Movements of the Tocantins region of the Amazon, the entrance of the 2014 class and the reconfiguration of the Pedagogical Project of the Course; 3) The materiality of the formation in the LEDOC: challenges, ...