Educação e currículos escolares: um olhar sobre a importância do ensino agrícola nas escolas do campo do município de Tabatinga,AM

Abstract

This dissertation is the result of the survey carried out in the period from June 2014 to May 2016, linked to Graduate Program in Agricultural Education, Universidade Federal Rural do Rio de Janeiro, had as general objective to characterize the relationship of agricultural education with the curriculum at the school of the field of Settlement Project Urumutum, in Tabatinga-Amazonas.The Urumutum Settlement Project was created by INCRA - National Institute of Colonization and Agrarian Reform in 1987, after having been planned as Integrated Project of colonization. At the beginning 65 families (142 lots) were seated, after years of conflict by land on site, currently live more than 154 families considered posseiras in batches with problems of possession of the land.However, the research allowed us to develop the following specific objectives: to identify the forms of access and the development of public policies for agrarian reform on saddle Urumutum; analyze the ways of life and the social transformations on saddle Urumutum from the educational context; contextualizing the role of agricultural education for the formation of the students of the school of the field through the voices of the social actors.As methodological tools, we use the literature, which served as the construction for the theoretical and methodological frameworks, through numerous documents produced by rural social movements, in partnership with trade unions, public universities and education departments; documentary research, by comparing and interweaving of voices that come from various documentary sources, written and oral, as well as our participation in meetings and conferences, with access to the minutes and reports and oral history, using interviews and record of history of life of the subjects of the field involved in the educational process in the settlement: students, teachers, parents and family farmers.The study sought to answer the following question: how the curriculum of the school in the city of Tabatinga field (AM), works with agricultural education? From the application of methodological tools we trace a path that began with the context of rural settlements in the Amazon, bringing the agrarian question in the Amazon and the agrarian reform settlements in the context of Alto Solimões. Then we highlight the history of the field of education, social movements, the struggle for education in Tabatinga and programs and Field Education actions under the IFAM - Federal Institute of Education, Science and Technology of Amazonas, Campus Tabatinga. Following, we emphasize with a brief history of agricultural education in Brazil, followed by the cultural historical context of the School Marechal Castelo Branco, and finally, caught crossing issues related to the work, education and agricultural education in Settlement Urumutum. The study found that the consequences arising from the period of colonization of the Amazon, together with the land reform policy incipient, lack of public policies for the populationof the field, especially the educational, become visible to the need for reflection / action through new perspectives on the role of the state against the sustainable rural development of these populations. Above all, there is a need to strengthen the educational activities between the spheres of government and civil society, especially social movements, to ensure the construction of participatory educational projects that address the principles of the field of education as a fundamental part of the design education of the people of the field.