Programa Projovem campo saberes da terra na Paraíba edição 2018: avanços e desafios

Abstract

This master's thesis is part of the Educational History, Policy and Management Research Line of the Postgraduate Program in Education (PPGED) of the Humanities Center of the Federal University of Campina Grande (UFCG). It is also linked to the Center for Studies and Research in Rural Education, Teacher Training and Pedagogical Practice - Nupeforp. The research has as its central question: What are the advances and challenges in the organization of Projovem Campo Saberes da Terra 3 2018 edition, in Paraíba? In the process of investigating and preparing this work, some scholars contributed with their studies, such as: Freire (1996), Arroyo (2005, 2007, 2011), Caldart (2009, 2011, 2012), Molina (2006, 2012), Silva (2006, 2009, 2015, 2018). These authors offered robust theoretical support for a deeper understanding of the educational and social dynamics involved in Projovem Campo - Saberes da Terra. This work had as its object of study the Projovem Campo Saberes da Terra Program in the State of Paraíba, 2018-2020 edition, our spatial and temporal focus. This is a schooling program in the form of Youth and Adult Education for family farmers between 18 and 29 years of age integrated with social and professional qualification, implemented in Paraíba, from 2005. As a general objective, we seek to understand the process of the organization of the edition (2018) of the Projovem Campo Program - Saberes da Terra in the state of Paraíba. To meet the greater objective, the research discussed the foundations, principles and legal frameworks of Youth and Adult Education and Rural Education; identified and reflected on the Projovem Campo 3 Saberes da Terra Program through the analysis of its historical, political and educational conditions, framing it as a specific educational policy for EJA Campo; learned about and analyzed the organizational structure of the Projovem Campo Saberes da Terra Program in Paraíba, advances and challenges observed in the 2018 edition. Our research approach sought foundations in the Historical and Dialectical Materialism approach, using exploratory study, documentary research and research as procedures. field-based Minayo (2013), Gamboa (2013) e Triviños (1987). Content analysis from the perspective of thematic Bardin (2016) analysis was the framework adopted for analyzing and interpreting the information produced during the research. The results obtained highlighted the importance of the State having implemented the Program in different editions, with the involvement of different social actors from public authorities, universities and civil society entities, with different levels of participation, including in the training of educators, however, we identified challenges, such as: the concentration of management in the state public power, discontinuities in schedules and financing, due to changes in state management, the inconsistency in the training of educators and pedagogical coordinators in different editions, including the integrated curricular implementation of areas of knowledge with the occupational arc, the systematic distancing throughout the editions of social movements, and specifically, in this edition, the financial difficulty, since its operation occurred with the leftover resources from previous editions, which accentuated the precariousness of infrastructure, due to difficulties faced by municipalities in monitoring and monitoring activities.