A política do PRONERA para formação de professores do campo no sul de Roraima nos limites do capital

Abstract

This dissertation is the result of an investigation conducted with the Group of Studies and Research in Public Policies and Education – GPPE/UFAM and the line of Research 02 of the Graduate Program in Education – PPGE/UFAM. This research addresses the implications between the broad social processes of reproduction of capital and the teacher training processes, considering four supporting categories, namely: agrarian reform, teacher training, Rural Education and Pronera, which are materialized in the contradictions of the structural crisis of capital, the interest of which is the reproduction of the logic of capital. We found that these categories were implemented by rural social movements representing the counter-hegemonic project to the capitalist structure, but that they are in dispute for the bourgeois hegemony and are found on the limits of capital. The aim of our study is the political education of teachers (PEGs) who completed the INCRA/PRONERA/UERR specialization course in Rural Education, identifying political education, the militancy movement and the contradictions of the PEGs' education. Our purpose is to analyze the impacts caused by the Pronera policy taking into consideration the INCRA/PRONERA/UERR specialization course in Rural Education, understanding the materiality of the political education of the PEGs in rural settlement areas in southern Roraima. We chose to employ the historical materialism method because we understand that the aim of our study is in permanent movement, by analyzing the contradictions within the capitalist mode of production as it allows one to understand the totality, mediation, historicity and the essence of social phenomena. Our methodology was organized in three axes: bibliographic research with Marxist theorists, as well as Marx (2017), Lenin (2012), Gramsci (2001), Mészáros (2011) and Harvey (2011), authors who discuss the agrarian issue and educational policies taking into account the historical materialism bias, such as: Ianni (2004), Prado Júnior (2000), Martins (2002), Oliveira (2007), Gentili (2013), Frigotto (2010); Santomé (2002), Behring (2015) and authors who discuss Rural Education, as well as Molina (2011), Caldart (2005), Antunes-Rocha (2012), Ribeiro (2013), Arroyo (2011) and others; documentary research, in which 04 official documents were analyzed: the PNE (2014-2014), the Curriculum Guidelines for the field, the Pronera manual and the specialization course project; and finally, empirical research by means of structured interviews with the 24 PEGs of the course. Thus, we concluded that Pronera's policy for training rural education teachers, by means of the INCRA/PRONERA/UERR specialization course in Rural Education, lies within the limits of Brazilian capitalism, demonstrating that the curricular framework and the political-pedagogical conception of the teachers, evidenced in the testimonies, are based on pedagogical eclecticism, constituting itself in the ideology of post-modern trends, contributing to reduced contradictions between capital and labor under the capitalist agrarian perspective.