A política de educação do campo entre o pensado e o praticado: um estudo sobre convênio UEA/INCRA/PRONERA (2004/2008)

Abstract

This dissertation is the result of a study conducted from March 2011 to April 2013, linked to the Graduate Program in Education, Federal University of Amazonas. Connected to the line of research of Education, Public Policy and Regional Development, it has investigated the theme: The Politics of Rural Education. The Rural Education comes neatly at the national level in 1998, as a result of the struggles of rural social movements claiming an education different in context, centered in the subject field, their culture, their concerns, and especially your needs. This proposal contrasts with the conception of rural education that the Brazilian system of education (Ministry of Education, Department of Education of the State and Municipal Education) traditionally crafted, understanding that this is a proposal for training in urban perspective and not the rural. In Brazil, particularly in the Amazon Field Education now has greater attention from the state government of President Lula. The research aimed to analyze the policy of Rural Education PRONERA in order to contextualize how was this policy and its development in the states of Amazonas and Roraima, during the execution of the agreement UEA / INCRA / PRONERA (2004-2008), having as base of rural public policy as laws, guidelines from the Federal Government for this segment and the claims of the Rural Social Organizations. Throughout the research had the following specific objectives: 1) To know the history of public policy and social organizations by a Rural Education, and 2) evaluate the agreement UEA / INCRA / PRONERA the states of Roraima and Amazonas (2004/2008) while public policy of Rural Education showing the relationship between the Federal Government directives for this segment and the claims of the Rural Social Organizations. The methodological procedures were initially: bibliographical and documentary research, with some speeches, a qualitative approach and the method used for data analysis was dialectical historical materialist. Possession of the studies was done triangulation to the production of the thesis, focusing on the categories of reproduction, contradiction and totality, which are categories of dialectical historical materialist method, because we believe that this method helped to better reflect the problem was: The Politics of Rural Education PRONERA in agreement UEA / PRONERA / INCRA (2004/2008) met the National Guidelines for Education, Federal Government policy and the demands of farmhand social organizations? To conclude we believe that the study of the subject is important to the improvement of public policy and that is positive for our country, especially in the state of Amazonas, since it aims at the improvement of programs and projects for the rural population, which in our understanding, contribute to the subject of the rural towards a necessary role, according to the Social Organizations and what was established in the conceptions of Rural Education.