Licenciatura em Educação do Campo: Intencionalidades da formação docente no Marajó

ABSTRACT. This text to verify the intent of the initial training provided by the full graduation course in Rural Education (LPEC) in the Federal Institute of Education and Technology of Pará (IFPA). It is a text that results from the master survey conducted in Portel city, Marajó archipelago, State of Para, and aims to answer the following questions: What is the intention of the graduation in Rural Education held in Portel? How could this training contribute to improving the education offered to the rural subjects in Marajó? In the survey conducted in Portel I adopted as methodology case study taking as instruments of data collection and analysis, semi-structured interview, structured observation, closed questionnaire, document analysis and content analysis. For purposes of this paper, analyzes and reflections result from interviews, observation and document analysis. Such analyzes and reflections are supported by authors of studies such as: Arroyo (2011), Caldart (2010), Molina (2010) and others who made it possible to identify as one of the intentions of this training the conquest of new schools, not in the sense of a new physical structure, but an open space for dialogue and debate. It is considered to be a graduation an important tool in the fight for policies that enable the expansion of the public school network and therefore expand the supply of basic education to countryside people in Marajó.RESUMEN. Texto comprueba la intencionalidad de la formación inicial proporcionada por el curso de completo Licenciatura en Educación Rural en el Instituto Federal de Educación y Tecnología de Pará. De ello se desprende la investigación de maestría realizada en el municipio de Portel, Marajó, PA, y tiene como objetivo dar respuesta a estas preguntas: ¿Cuál es la intención del título en educación desde el campo celebrado en Portel? Esa formación podría contribuir a mejorar el campo de la educación en Marajó? En la encuesta, en Portel, fue adoptado como un estudio de caso metodología, y como una herramienta para la recolección y análisis de datos: entrevista semiestructurada, la observación estructurada, cuestionario, análisis de documentos y análisis del contenido cerrada. Para los fines de este artículo, los análisis y las reflexiones se basan en entrevistas, observación y análisis de documentos en el diálogo con autores como: Arroyo (2011), Caldart (2010), Molina (2010) y otros que lo hicieron posible identificar como una de las intenciones de este la formación de la conquista de nuevas escuelas, no sólo una nueva estructura física, sino un espacio abierto para el diálogo y el debate. Se considera el grado en una herramienta importante en la lucha por políticas que permitan la expansión de la red de escuelas públicas para ampliar la oferta de educación básica a las personas en el campo de Marajó.ABSTRACT. This text to verify the intent of the initial training provided by the full graduation course in Rural Education (LPEC) in the Federal Institute of Education and Technology of Pará (IFPA). It is a text that results from the master survey conducted in Portel city, Marajó archipelago, State of Para, and aims to answer the following questions: What is the intention of the graduation in Rural Education held in Portel? How could this training contribute to improving the education offered to the rural subjects in Marajó? In the survey conducted in Portel I adopted as methodology case study taking as instruments of data collection and analysis, semi-structured interview, structured observation, closed questionnaire, document analysis and content analysis. For purposes of this paper, analyzes and reflections result from interviews, observation and document analysis. Such analyzes and reflections are supported by authors of studies such as: Arroyo (2011), Caldart (2010), Molina (2010) and others who made it possible to identify as one of the intentions of this training the conquest of new schools, not in the sense of a new physical structure, but an open space for dialogue and debate. It is considered to be a graduation an important tool in the fight for policies that enable the expansion of the public school network and therefore expand the supply of basic education to countryside people in Marajó.ABSTRACT. This text to verify the intent of the initial training provided by the full graduation course in Rural Education (LPEC) in the Federal Institute of Education and Technology of Pará (IFPA). It is a text that results from the master survey conducted in Portel city, Marajó archipelago, State of Para, and aims to answer the following questions: What is the intention of the graduation in Rural Education held in Portel? How could this training contribute to improving the education offered to the rural subjects in Marajó? In the survey conducted in Portel I adopted as methodology case study taking as instruments of data collection and analysis, semi-structured interview, structured observation, closed questionnaire, document analysis and content analysis. For purposes of this paper, analyzes and reflections result from interviews, observation and document analysis. Such analyzes and reflections are supported by authors of studies such as: Arroyo (2011), Caldart (2010), Molina (2010) and others who made it possible to identify as one of the intentions of this training the conquest of new schools, not in the sense of a new physical structure, but an open space for dialogue and debate. It is considered to be a graduation an important tool in the fight for policies that enable the expansion of the public school network and therefore expand the supply of basic education to countryside people in Marajó.O texto verifica a intencionalidade da formação inicial promovida pelo curso de Licenciatura Plena em Educação do Campo no âmbito do Instituto Federal de Educação e Tecnologia do Pará. Resulta da pesquisa de mestrado realizada no município de Portel, Marajó, PA, e pretende responder tais questões: Qual a intencionalidade da Licenciatura em Educação do Campo realizada em Portel? Como essa formação poderá contribuir com a melhoria da Educação do Campo no Marajó? Na pesquisa em Portel, adotou-se como metodologia o estudo de caso, tendo como instrumentos de coletas e análises de dados: entrevista semiestruturada, observação estruturada, questionário fechado, análise de documentos e a análise de conteúdo. Para efeito deste artigo, as análises e reflexões baseiam-se nas entrevistas, observação e análise de documentos em diálogo com autores como: Arroyo (2011), Caldart (2010), Molina (2010) e outros que possibilitaram identificar as intenções dessa formação e a conquista de novas escolas, não apenas de uma nova estrutura física, mas, de um espaço aberto ao diálogo e ao debate. Considera-se ser a licenciatura um importante instrumento na luta por políticas que possibilite a expansão da rede de escolas públicas, de modo ampliar a oferta da educação básica aos povos do campo no Marajó. Palavras-chave: Formação Inicial, Educadores/as do Campo, Alternância Pedagógica, Marajó.   Degree in the Rural Education: training of teachers in intentionality's Marajó ABSTRACT. This text to verify the intent of the initial training provided by the full graduation course in Rural Education (LPEC) in the Federal Institute of Education and Technology of Pará (IFPA). It is a text that results from the master survey conducted in Portel city, Marajó archipelago, State of Para, and aims to answer the following questions: What is the intention of the graduation in Rural Education held in Portel? How could this training contribute to improving the education offered to the rural subjects in Marajó? In the survey conducted in Portel I adopted as methodology case study taking as instruments of data collection and analysis, semi-structured interview, structured observation, closed questionnaire, document analysis and content analysis. For purposes of this paper, analyzes and reflections result from interviews, observation and document analysis. Such analyzes and reflections are supported by authors of studies such as: Arroyo (2011), Caldart (2010), Molina (2010) and others who made it possible to identify as one of the intentions of this training the conquest of new schools, not in the sense of a new physical structure, but an open space for dialogue and debate. It is considered to be a graduation an important tool in the fight for policies that enable the expansion of the public school network and therefore expand the supply of basic education to countryside people in Marajó. Keywords: Initial Training, Rural Educators, Pedagogical Alternation, Marajó.   Grado en Educación Rural: la formación de maestros en intencionalidades en Marajó RESUMEN. Texto comprueba la intencionalidad de la formación inicial proporcionada por el curso de completo Licenciatura en Educación Rural en el Instituto Federal de Educación y Tecnología de Pará. De ello se desprende la investigación de maestría realizada en el municipio de Portel, Marajó, PA, y tiene como objetivo dar respuesta a estas preguntas: ¿Cuál es la intención del título en educación desde el campo celebrado en Portel? Esa formación podría contribuir a mejorar el campo de la educación en Marajó? En la encuesta, en Portel, fue adoptado como un estudio de caso metodología, y como una herramienta para la recolección y análisis de datos: entrevista semiestructurada, la observación estructurada, cuestionario, análisis de documentos y análisis del contenido cerrada. Para los fines de este artículo, los análisis y las reflexiones se basan en entrevistas, observación y análisis de documentos en el diálogo con autores como: Arroyo (2011), Caldart (2010), Molina (2010) y otros que lo hicieron posible identificar como una de las intenciones de este la formación de la conquista de nuevas escuelas, no sólo una nueva estructura física, sino un espacio abierto para el diálogo y el debate. Se considera el grado en una herramienta importante en la lucha por políticas que permitan la expansión de la red de escuelas públicas para ampliar la oferta de educación básica a las personas en el campo de Marajó. Palabras clave: Formación inicial, educadores / el campo, pedagógica Alternancia, Marajó