O campo na escola (des)encontros entre projeto politico-pedagógico e política educacional.

Abstract

This dissertation was developed in the postgraduate program in Education of the Federal University of Fronteira Sul (UFFS), at a master’s degree, linked to the research line of Educational Public Policies. In this research, it is understood that Field Education is a concept of education that arises from the relation between field individuals with the land, in a fight for this land and for the right to education, setting the public policies of Field Education. Considering this implication, the present study focuses on the Political-Pedagogic Project (PPP) of the field school and its concern of politics. What induced us to this research was the observation of the difficulties suffered by rural youngsters to visualize perspectives to live in this location. To realize how the school contributes to this understanding process is one of the challenges posed by reality. This research aims to understand how the field high school embodies and puts on the paper in its PPP, the Field Education policy. The methodology consists in bibliographical and documental research. On the bibliographical research, we make a reflection with authors who discuss Field Education as a concept, a pedagogical conception and also as an educational public policy. On the documental research, we dialogue with the PPPs from three field high schools, belonging to the 5th Gerência de Ensino de Santa Catarina (GERED), located in the city of Xanxerê, and with the documents selected from the normalization of the Field Education policy (Resolution n. 1, of April 3rd, 2002; Resolution n. 2, of April 28th, 2008; Decree n. 7,562, of November 4th, 2010). The research is organized into five parts: on the first – Introduction – we conduct the research problem, the theme, the context and also the methodological proceedings used; the second – First Chapter – is dedicated to the public policies of Field Education, in which we present the history and the contents of the laws and documents that normalize it. The second chapter is dedicated to the investigation of the concepts and categories, that we observed on the first one, being necessary to the comprehension of the field as a place of life. In its turn, in the third chapter, we present the schools through its PPPs, we point out the category analyses that stood out among the document of the schools and the relation of the PPP to each one of them with the normative documents of the policy, observing the proximities and distances, the encounters and divergences, verifying the limits and the possibilities of progress on the emancipation of rural youngsters, facing the research problem. The fifth and least part of the research – Final Considerations – conjoin to a reflection of the high school’s PPPs, observing these as powerful instruments for the emancipation of field schools, instigating to think about the context that involve the schools and the young students of the field and also aiming the obstacles and the possibilities pointed by the pedagogical projects on the process and articulation with the field educational policy.