Escola Família Agrícola Padre André (EFAPA): um projeto de educação em território camponês frente a expansão do agronegócio
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Data
2022-10-31
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Universidade Federal de Goiás
Resumo
This paper presents a research about the history of the creation of Padre André Family
Agricultural School (EFAPA) and its operation, located in the municipality of Correntina-BA,
in a rural area, where it has been working for twenty-eight years in the education of peasants'
children (family farmers), promoting Rural Education through the Alternating Cycle Pedagogy.
In the beginning, it offered Middle School Education and, since 2013, it has offered the
Integrated High School Technical Course in Agribusiness as an alternative to mitigate the rural
exodus in this territory and allow young people from the countryside to have an education that
is more adequate to the reality of the country man and woman. Therefore, it is a professional
education dedicated to the complete formation and development of the family production unit
of the student, graduates, and their community. Given the educational proposal of this school
and the lack of studies in the field of stricto sensu research on its educational process, this paper
sought to investigate how the historical process of creating EFAPA in the municipality of
Correntina-BA has taken place. To this end, the following specific objectives were established:
to understand and systematize the current socio-historical and political context of the territory
where the school is located and of the time of its creation; to understand and analyze its politicalpedagogical project, as well as to identify the perceptions and perspectives of the members of
the school community about issues related to their daily lives. The research, qualitative in nature,
used the methodological techniques of literature review, document analysis and data collection
through semi-structured interviews. The following references were used to discuss Rural
Education: Arroyo and Fernandes (1999); Caldart (2012); Kolling, Cerioli, and Caldart (2002);
as for the origin of the Pedagogy of Alternating Cycle and the EFA's in Brazil, they were based
on: Queiroz (2004); Gimonet (2007); Begnami (2019) and Silva (2006). The research showed
that EFAPA emerged in the municipality and Correntina in a context in which the State was
favoring the territorial expansion of agribusiness and in a large part of Western Bahia. As a
result, in this period, conflicts and disputes over territory and water resources between peasants
and landowners/agro-export companies were intensified. Its creation was seen as a way for
peasants to promote the right to education for themselves and their children in face of the
negligence of the State in guaranteeing this right. The educational project of the EFA is
established as an alternative of resistance of peasants in the countryside and as a possibility of
opposing the project of capital agriculture in Western Bahia, through the encouragement of
agroecological and sustainable practices.
Descrição
Palavras-chave
Escola Família Agrícola (EFA) , Educação do campo no estado da Bahia , Fronteira agrícola no oeste do estado da Bahia , Processo de formação de jovens camponeses , Family Agricultural School (EFA) , Rural education in the state of Bahia , Agricultural frontier in the western state of Bahia , Education process of young peasants
Citação
SANTOS, B. H. M. Escola Família Agrícola Padre André (EFAPA): um projeto de educação em território camponês frente a expansão do agronegócio. 2022. 152 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2022.