Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MS...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN ES FR PT |
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Universidade Federal do Tocantins
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/501df1f69a3a42a9a6102f627dbb0224 |
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| Sumario: | Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute. |
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