Banca de DEFESA: ALINE DE SOUZA GALISA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ALINE DE SOUZA GALISA
DATA : 24/08/2020
HORA: 09:00
LOCAL: METAPRESENCIAL
TÍTULO:

BETWEEN THE FIELD AND THE CITY: NARRATIVES OF LANDLESS STUDENTS - POLITICAL-PEDAGOGICAL ACCESSIBILITIES AND SOCIABILITIES IN THE URBAN SCHOOL SPACE

PALAVRAS-CHAVES:

EDUCATION OF THE FIELD, MST, CURRICULUM

PÁGINAS: 179
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The school composes a diversity of people and their respective cultures, therefore, there are cultural and social particularities that must be considered in every educational process contributing to the construction of a society that is committed to democratic participation, equity and the recognition of different socio-cultural groups that integrate it. Education is a possible way to break social differences. Therefore, it is necessary to deconstruct rigid political-pedagogical praxis in order to build curriculum linked to the students' socio-historical reality. Given these assertions, the research was carried out with the intention of understanding the interfaces of the socio-educational process of welcoming students from schools in the MST field, in the socio-educational context of  Modelo Luís Eduardo Magalhães  School, located in Itamaraju-BA, with participants / research subjects two graduating students from the 3rd grade of high school and two high school graduates from  Modelo  School, self-styled landless and residing in one of the settlements surrounding the city of Itamaraju.And, as a guiding thread, find out how these students from the schools of the MST settlements feel at a school in the city, and how they see themselves included in the political-pedagogical activities. However, from the analysis of their life trajectories, understand the senses and meanings attributed by these subjects to the achievement of formal education. So, the focus of the research is to conjecture that the political pedagogical processes do not consider, in practice, the realities of these subjects even in the case of a population that has contributed and contributes to the construction of the history of the city, both economic and social. I opted for a discursive-methodological course characterized by a qualitative approach, dialoguing with Conversation Analysis, according to the speech transcription protocol provided by Marcuschi (2003). The semi-structured interviews, pointing out a guiding theme, were previously scheduled and carried out in the school space. From the point of view of cordiality, the meetings were conducted based on natural collaboration (MEIHY, 2005).The theoretical contribution dialogues with Roseli Salete Caldart, to base reflections on Rural Education; with Maria Nalva Rodrigues de Araujo, as a basis for the History of Education of the MST; with Anísio Spínola Teixeira, to reflect on education as a possible way to break social differences; with Paulo Freire, a significant contribution necessary to reflect on the construction of new knowledges from what students bring into the school, linking school and community in the dialogue with differences. In this context, there is also a dialogue with Erving Goffman, in the reflections about stigmatized individuals. Finally, the research culminated in the production of a titled e-book: BETWEEN THE COUNTRYSIDE AND THE CITY: Narratives of Landless students - political-pedagogical accessibility and sociability in the urban school space, which aims to add to the political-pedagogical materials for students, teachers, coordinators and others who work in school management, and contribute, based on the reflections presented, to the inclusion, in the schools curriculum, of pedagogical themes and strategies that dialogue with the reality of the subjects that constitute social movements.

MEMBROS DA BANCA:
Presidente - 554.349.325-87 - GEAN PAULO GONÇALVES SANTANA - UNEB
Interno - 023.986.595-26 - LILIAN LIMA GONÇALVES DOS PRAZERES - UNEB
Externo à Instituição - LUZENI FERRAZ DE OLIVEIRA CARVALHO - UNEB