Política pública de formação de educadores do campo: um estudo a partir da experiência-piloto das quatro universidades pioneiras no projeto de licenciatura em educação do campo e a inserção profissional dos egressos no mercado de trabalho

Abstract

This thesis presents a study of the policy for training educators in the countryside, which includes the Degree in Education in the Countryside (LEdoC), a study based on the pilot experiences at the federal universities of UFMG, UNB, UFS and UFBA. These courses are structured by area of knowledge and alternation. They aim to train and qualify professionals to work in the final years of primary and secondary education, with a focus on basic education in the countryside. Rural Education emerged from the struggle on/for land within the Landless Rural Workers' Movement (MST) with the support of national and international organizations. We set out to understand whether, as the proposal for Education in the Countryside/LEdoC becomes institutionalized and expands its offer, the graduates have been inserted into the job market. To this end, we undertook an investigation that problematizes the recognition and professional insertion of graduates from the Rural Education Degree course, how these professionals have been inserted into the job market and how the training they have received has contributed to and empowered this working class to confront the capitalist logic. To this end, the study was based on historical and dialectical materialism, which is an indispensable theoretical framework for carrying out work aimed at transforming the relationship between individuals and society. The methodological contribution of the research, of a theoretical nature, is bibliographical and documental. Books, theses, dissertations and articles were consulted, as well as relevant theorists for the discussions. The documentary research was based on materials developed by social movements and the MEC, as well as normative frameworks achieved by the state and other documents. Data was also collected through a questionnaire with graduates and LEdoC coordinators. The results indicate that Degree Courses in Rural Education are a policy for training educators that is in the process of consolidation, materialization and expansion in the different Brazilian regions. It is noteworthy that Alternative Education is a tool that facilitates the study and work process for many working class individuals. As far as graduates are concerned, obtaining recognition and entering the job market represent their biggest challenges. This study has also allowed us to understand that education is influenced by various social, political and economic factors. Furthermore, these issues become more emphatic, especially when dealing with working class people and rural areas. The analyses carried out lead us to recognize and emphasize the LEdoC as an important territory for rural education, which, in turn, presents itself as a territory in constant dispute. This process reveals that, despite the progress made over the years, there are still a series of contradictions, limits and potentialities that permeate the power relations between class fractions in order to make LEdoCs effective and institutionalized in the training of capable subjects with rights.