Educação de jovens e adultos do campo: a proposta do Projovem Campo Saberes da Terra no Município de Sumé.

Abstract

This research aimed to understand the meaning of an educational policy for youth from family/peasant agriculture concretized by “Projovem Campo Saberes da Terra” Program, which begins in Brazil, raised by conflits and claims of social movements since 2005, and their several changes along editions, to the formation of new classes, as the most recent in 2014, opened to States and Cities show proposals. The qualitative approach from the dialectical materialism perspective contributed to the comprehension of the object, and grounded the elaboration of procedures and research tools and analysis of information, it was taken theoretical support in BOGDAN (1994), MINAYO (2010) and FRIGOTTO (2010). To the analytics category Field Education, the reference was in CALDART (2012), MOLINA (2004) and SILVA (2000, 2009); Educational Policy based on AZEVEDO (2004) and LIBÂNEO (1994); and TheYouth and Adult Education, it has worked with FREIRE (1987) and PAIVA (1985). The treatment of the collected information during the theoretical research was supported in BARDIN (2010), using the content analysis which enabled identify the points of dialogue between Youth and Adult Education and Field Education. The exclusion of schooling from these students was treated along the history by campaigns, projects and programs usually discontinuous and disjointed each other. Just with the proposition from field movements and articulation of The Field Education Movement in Brazil, we will have proposals of specific schooling for youth and adults from rural areas, among which: “O Projovem Campo Saberes da Terra” Program. The implementation from the first class of this Program in Sumé Town, involved graduated students from Field Education Graduation, with a proposal which combines education and social professional skills, with a curriculum integrated by thematic axes, which demand contextualize acquirements with students reality.