Infâncias do e no campo: um retrato dos estudos pedagógicos nacionais

Abstract

This thesis brings a discussion about the countryside childhoods. The research objective was to mapping the Brazilian academic productions which intent to think about the countryside childhoods at the Educations field of knowledge. From this, it was possible to comprehend which perceptions about the countryside childhoods are being spreading academically and to analyze which are the theoretical and methodological database available for look closely to theses childhoods. According to the document Diretrizes Complementares, Normas e Princípios para o Desenvolvimento de Políticas Públicas de Atendimento da Educação Básica do Campo are considered as countryside people: family farmers, people extractive, artisanal fishers, riparians, people from agrarian reform, slaves descendants, coastal people, indigenous and the traditional people. The research justification is the need of underline the different childhoods and to legitimize the experiences lived by the people in historical contexts marked by the social inequality. At the same way, there is the need of underline the diversity of spaces, of cultures, ethnic, of races, among others in which the childhood happens. It is an exploratory research made qualitatively and quantitatively in scientific publications about Education, in Brazilian databases about countryside childhood. To answer our research question, we choose to analyze the thesis, dissertations and the papers addressing the countryside childhoods produced in the period of 2002 until 2013 through content analysis method proposed by Bardin (2011). For choose the database research, we consider the scope indexing of the national academic works. We search for these works in portals of academic productions with different characteristics and linkages. The main considerations of this thesis show that the for the works which intend to investigate specifically the childhoods conceptions: 1) The distinct theoretical and methodological approach possibilities are characterized by the interpretative current; 2) The empirical works are predominantly constituted by ethnographic and qualitative studies; and 3) the studies about the childhoods conceptions in the Education field of knowledge, are delineated from research with strong influence of Anthropology. In relations to the works about the pedagogical dimension aimed at the countryside childhoods, it is evident the urgency of: 1) Teacher formation appropriated to the countryside reality; 2) The strengthening of the schools at the countryside through the legitimacy of a specific and differentiated school practice; 3) Implementation of an appropriated curriculum to the distinct countryside realities and to the specificities of attended realities; 4) Recognition that the learnings in countryside happens in all places and the school is only one of these places. The texts we analyzed underline the heterogeneities revealed by the distinct childhoods and ways to be child. Take off the invisibility and the occultism on the child experiences segregated through the history and which continue to be when homogenized by a conception of childhood with origins European, white, Christian and urban. The contribution of this thesis consists on the recognition of the existence of invisible childhoods or less considered, accompanied to the desire of inspire others researches to consider and potentialize the countryside childhoods in their studies and in actions from them.