Field education: methodological experiences and their contributions to the technical course in agriculture and livestock at the Federal Institute of Education, Science and Technology of Cear?- IFCE- Crato campus

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2021-06-15T12:23:28Z No. of bitstreams: 1 2018 - Frasncisco das Chagas Barbosa do Nascimento.pdf: 513107 bytes, checksum: d8ac477a0d58492869730c7595e9a0b1 (MD5) Made available in DSpace on 2021-06-15T12:23:28Z (GMT). No. of bitstreams: 1 2018 - Frasncisco das Chagas Barbosa do Nascimento.pdf: 513107 bytes, checksum: d8ac477a0d58492869730c7595e9a0b1 (MD5) Previous issue date: 2018-08-21 The present work sought to make a bibliographical and field study on the educational methodologies used by the education of the field and the possibility of re-signification and replication of these in the technical course in agriculture in the integral modality of the Federal Institute of Education, Science and Technology of Cear?- IFCE, campus Crato. Therefore, we analyze aspects of the emergence and historical, political and social context of rural education in Brazil and its main contrasts with current rural education. In addition, we have analyzed the curricular matrix of the course under study in the search to understand which type of student they are proposing to train and if such education is more related to the interests of the rural elite and Brazilian agribusiness, or the education of the field and its an ideal of struggle for land and resistance to great capital, for the political formation of people. The central objective is to describe some educational methodologies used by the rural education, seeking to know how these educational practices can contribute to agricultural technical education. It was also sought to identify the contribution of social movements linked to the struggle for land and the achievement of an education that in fact turns to the real desires of the peasants. Field research was of an exploratory, quantitative-qualitative nature, carried out in November and December 2017, with nine (9) students enrolled in the 2a. and 3a. series B class of the mentioned course and residents in rural communities of the municipalities of Crato, Nova Olinda and Porteiras in the Cariri region, south of the State of Cear?. Mixed questionnaires were used with open and closed questions which sought to verify if there is or not the use of some educational methodologies proper to the field education in the offered education and if the knowledge received by them are being applied or not in practical activities in their communities with a view to generating the permanence of these students in their localities by the generation of environmentally sustainable development. The main interlocutors who supported this work were ARROYO & MAN?ANO (2004), BENJAMIN & CALDART (2000), MOLINA & AZEVEDO (2004). The results obtained showed that the technical education in agriculture carried out in the institution researched also has strong elements of traditional rural education and is little contextualized with the social practice of these subjects, which leads us to suggest the adoption of the pedagogical practice of pedagogy of alternation as a way to humanize the teaching offered in the course and to bring students, school and community closer to a better interaction of these in the quest for the quality of education and the sustainable development of these communities through acquired learning. O presente trabalho buscou fazer um estudo bibliogr?fico e de campo sobre as metodologias educacionais utilizadas pela educa??o do campo e a possibilidade de ressignifica??o e replica??o destas no curso t?cnico em agropecu?ria na modalidade integral do Instituto Federal de Educa??o, Ci?ncia e Tecnologia do Cear?- IFCE, campus Crato. Para tanto, analisamos aspectos do surgimento e contexto hist?rico, pol?tico e social da educa??o rural no Brasil e seus principais contrastes com a educa??o do campo na atualidade. Al?m disso, fizemos a an?lise da matriz curricular do curso em estudo na busca de entender qual tipo de aluno se prop?em a formar e se tal educa??o liga-se mais aos interesses da elite ruralista e ao agroneg?cio brasileiro, ou a educa??o do campo e seu ideal de luta pela terra e resist?ncia ao grande capital, pela forma??o pol?tica das pessoas. O objetivo central ? descrever sobre algumas metodologias educacionais utilizadas pela educa??o do campo buscando conhecer como essas pr?ticas educativas poder?o contribuir para o ensino t?cnico agropecu?rio. Procurou-se identificar tamb?m a contribui??o dos movimentos sociais ligados a luta pela terra e a conquista de uma educa??o que de fato se volte para os reais anseios dos campesinos. A pesquisa de campo foi de natureza explorat?ria, quanti-qualitativa, realizada nos meses de novembro e dezembro de 2017, com nove (nove) alunos matriculados entre a 2? s?rie turma A e 3?. s?rie turma B do referido curso e residentes em comunidades rurais dos munic?pios de Crato, Nova Olinda e Porteiras na regi?o do Cariri, sul do Estado do Cear?. Foram utilizados question?rios mistos com quest?es abertas e fechadas os quais buscaram verificar se h? ou n?o o uso de algumas metodologias educacionais pr?prias da educa??o do campo no ensino l? ofertado e se os conhecimentos por eles recebidos est?o sendo ou n?o aplicados nas atividades pr?ticas em suas comunidades com vistas a gerar a perman?ncia desses estudantes em suas localidades pela gera??o de desenvolvimento ambientalmente sustent?vel. Os principais interlocutores que respaldaram este trabalho foram ARROYO & MAN?ANO (2004), BENJAMIN & CALDART (2000), MOLINA & AZEVEDO (2004). Os resultados obtidos, evidenciaram que o ensino t?cnico em agropecu?ria realizado na institui??o pesquisada, possui ainda fortes elementos da educa??o rural de cunho tradicionalista e ? pouco contextualizado com a pr?tica social desses sujeitos, o que nos leva a sugerir a ado??o da pr?tica pedag?gica da pedagogia da altern?ncia como forma de humanizar o ensino ofertado no curso e aproximar alunos, escola e comunidade no que tange a uma melhor intera??o destes na busca da qualidade do ensino e o desenvolvimento sustent?vel dessas comunidades por meio da aprendizagem adquirida.