Análise dos desafios e perspectivas do curso de licenciatura em educação do campo, campus de Arraias, estado do Tocantins

Abstract

The present thesis presents a study on the Rural Education Licenciature Course (LEdoC) of the Federal University of Tocantins, Campus de Arraias, analyzing to what extent the conditions of its materialization contribute to the formation of the working class. This research started from the thesis that the discussions about educational public policies in relation to Education in the Field, mainly, directed to higher education, has been a recurring subject in the last decades. However, when one thinks about the education that is offered to the working class, it is clear that there is still a lot to be done to really achieve excellence in the quality of the education received, especially by the subjects linked to the field. For this, we undertake an investigation that questions the formation that the Rural Education Licenciature Course offers to the rural working class and how this concept contributes and strengthens this class to face the capitalist logic that is spreading in the countryside. To answer this question, we seek to unveil the object of study from the concrete reality, seeking to relate it to society in the search for understanding this movement of human formation in its entirety. The data collection for this research took place in three stages: diagnosis and analysis of the characteristics of incoming students; analysis of the Course Pedagogical Project (PPC); and, semi-structured interviews with students and graduates of the course. The results indicate that the materialization of the Rural Education Licenciature Course presents pedagogical praxis related to the interests of subjects in the field, in contrast to those of the dominant class and the capitalist mode of production. The PPC of the analyzed course (2013) points out aspects favorable to the formation of subjects of the rural working class, based on the emancipation of the subject and knowledge constructed by humanity; as well as, it provides curriculum contents that have as a starting point the reality and experience of the working class subjects, conceiving theory and practice as inseparable elements in the educational act. Education by Alternation is a means that facilitates a large part of working class subjects to study and work, especially those who are civil servants or autonomous. The relationship between the job and LEdoC is necessary, but at the same time, a little complex. Regarding the graduates, getting recognition and working in the area are the great difficulties. From the data presented in this study, it is possible to see that the LEdoC strives to materialize the proposal satisfactorily, however, there are still many challenges. This research also enabled us to understand that education is conditioned by several factors, among them, the issues of society structure and infrastructure. Thus, the Rural Education Course presents these conditionalities that are much more emphatic for their materialization because they are people from the working class and, still, from the field.