Políticas públicas e educação do campo : uma análise da ação educativa das Escolas Família Agrícola do Rio Grande do Sul à luz do pensamento comunitarista.

Abstract

The overcoming of traditional educational processes – characterized by the teaching of fragmented content and without connection with the students' lives – and the search for educational models that promote collective and dialogical learning in favor of the emancipation of subjects and the confrontation of real-life problems, remains a major challenge for educational policies. The Pedagogy of Alternance, used in the educational action of the Agricultural Family Schools, has been obtaining international and national recognition that it successfully aligns with such objectives. The present thesis, developed together with the Graduate Program in Law at the University of Santa Cruz do Sul (Unisc) and in line with the research group Communitarianism and Public Policies, starts from the following research problem: the educational action of Agricultural Family Schools in Rio Grande do Sul, based on the Pedagogy of Alternance, is effective in promoting democratic community values, agroecology and associative and cooperative economic initiatives, in line with the communitarian vision? In line with the problem, the following general objective was established: to verify whether public policies for educational action, such as the EFAs in Rio Grande do Sul, are effective in promoting community values, Agroecology and associative and cooperative initiatives, in line with the communitarian vision. The tested hypotheses concern the ability or otherwise of the Agricultural Family Schools of Rio Grande do Sul to promote learning and encourage practical actions by students and graduates consistent with the premises of communitarianism and agroecology. The approach method is hypothetical-deductive, the procedure is historical and monographic. The argument begins with the presentation of the main characteristics of Agricultural Education (as opposed to Rural Education), to which the education promoted in the EFAs is aligned, considering the historical need for counter hegemonic actions to transform the living conditions of rural workers. For this purpose, authors such as Caldart, Molina, Antunes-Rocha, Abramovay, Arroyo, Vieira Pinto and Paulo Freire are included. In a second moment, the theoretical bases and aspects of the historical trajectory of the Pedagogy of Alternance in France and Brazil are presented, using authors such as Granereau, Nosella, Costa and Gimonet. Third, relevant guidelines of responsive communitarian thought are exposed, notably in the formulation of Amitai Etzioni, and its convergence with the Pedagogy of Alternation regarding the importance of the link between education and community. Below, some important lines are drawn on public policies for Rural Education, Family Agriculture and Agroecology in Rio Grande do Sul, based on authors such as Easton, Subirats et al, Muller, Surel and Schmidt, Bucci, Bercovici, Reck and Bitencourt. Finally, the findings obtained in the field research are exposed, which consisted of applying semi-directive interviews to students, graduates and monitors of the four EFAs in Rio Grande do Sul. The conclusion of the research is that the Agricultural Family Schools of Rio Grande do Sul have the power to promote, through the Pedagogy of Alternance, an educational action based on community values, agroecological practices and actions aimed at associativism and cooperativism, and that their students and graduates act in line with it.