Abstract
Pedagogical guidelines for the education in/of/to the rural areas must be based on the socio-educational development and on a constant dialogue between scientific and empirical knowledge. In this context, our objective is to identify formative interlocutions in the rural/countryside education in undergraduate courses of Agricultural Sciences in Brazil, through the analysis of their Political-Pedagogical Projects (PPP). This is a qualitative research with a descriptive and exploratory approach. It focuses on the theoretical background about rural educational project. It is also a document-based study that has as its source data from Anísio Teixeira Platform, connected to the Ministry of Education, as well as PPP emitted by the higher education institutions. The criteria chosen to establish the study’s time frame was the accessibility of the most recent information that were available during the process of information gathering – June, 2020. The results show that twelve of the studied courses had as their formative reference agricultural education – in terms of hegemonic production processes such as agribusiness, adopting a technicist approach. Only five of the studied courses were characterized by a formative framework aimed at the education of the rural areas – encompassing several expressions of rural life, such as family agriculture, peasantry and so forth. These courses make reference not only to these specific methodological approaches, but also to public policies related to this issue. Furthermore, we also identified in the institutions’ PPP a chaotic duality of concepts of education in/of the rural areas, on the one hand, and agricultural education on the other; such chaotic mixture of concepts is prone to be reproduced in the praxis of the teachers.
Highlights
Interlocuciones formativas comprendidas en los Proyectos Político Pedagógicos de los Cursos de Grado en Ciencias Agrícolas/Agrarias en Brasil
Ao abordar o tema do desenvolvimento rural, o qual é um conceito amplo e dinâmico, busca-se reverberar um conjunto de processos sociais que respeitem e articulem não apenas no aspecto produtivista, mas considerando as esferas sociopolíticas e os modos de vida do campo, com o intuito de auxiliar na compreensão quanto aos
Conclui-se que o desafio está na ruptura de uma lógica dominante do segmento agrícola e agrário, em prol da visibilidade das múltiplas realidades do espaço rural, na inserção de agenda e intervenção do Estado em prol da universalização do ensino básico e superior da educação do campo para o campo
Summary
Objetiva-se identificar interlocuções formativas à educação do campo/rural para o campo nos cursos de Licenciatura em Ciências Agrícolas/Agrárias no Brasil por meio da análise de seus Projetos Políticos Pedagógicos (PPPs). Constatou-se a dualidade desordenada de conceitos e de concepções de educação do campo/rural e de ensino agrícola, estabelecidos nos PPPs, cuja reprodução tende a estar presente nas práxis dos educadores. This content is licensed under a Creative Commons attribution-type BY. Interlocuções formativas contidas nos Projetos Políticos Pedagógicos dos cursos de Licenciatura em Ciências Agrícolas/Agrárias no Brasil
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