Banca de DEFESA: KEREN INGRID AMORIM

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KEREN INGRID AMORIM
DATE: 10/08/2023
TIME: 09:30
LOCAL: Google Meet
TITLE:

Schooling for rural workers in Minas Gerais: The Fazenda do Rosário Institute (1947 - 1972)

KEY WORDS:

Schooling; Rosário Farm; Helen Antipoff; History of Education.

PAGES: 126
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

Developed under the scope of the History of Education, this dissertation seeks to understand the process of schooling of the rural worker in Minas Gerais, from the historical production of the Instituto Fazenda do Rosário, located in the city of Ibirité, MG, in the period from 1947 to 1972, in order to produce historical knowledge about the process of workers' schooling in the analyzed context. We sought to map the sources that address the theme of the process of rural workers' schooling at Fazenda do Rosário and analyze the information and data related to the activities developed at the Institute, which aimed at the rural workers' schooling. Taking as a time frame the motivations of the researcher and educator Helena Antipoff for the organization of rural education at Fazenda do Rosário.  We used publications from the regular press of the 20th century, which dealt with the repercussion of the Organic Law of Agricultural Education of 1946 in Minas Gerais. As a main source, we used volume IV of the "Coletânea das Obras Escritas de Helena Antipoff", which is dedicated to Rural Education at the Rosário Farm in Minas Gerais. This specific volume deals with work as the foundation of education and teacher training. Among the final considerations, we saw that Helena Antipoff's vision emphasizes the importance of interaction between school, community, and society, one of its primary features being the creation of opportunities for students to engage in social, cultural, and environmental issues. Such an approach results in a school culture that fosters the development of essential skills for the full exercise of citizenship through work. However, some authors indicate that Antipoff's perspective can also be interpreted as belonging to a technical education model, whose goal is to meet the demands of the labor market. This perspective, despite its influence at the time, is questionable in a democratic and pluralistic society. We consider that the educational proposal developed by Helena Antipoff on the one hand, seeks to support the full development of students, considering their individual needs and promoting an inclusive learning environment. On the other hand, it also seeks to implement an institutional model capable of preparing students for the labor market, involving them in productive force.

COMMITTEE MEMBERS:
Presidente - IRLEN ANTONIO GONCALVES
Interno - JOSE GERALDO PEDROSA
Externo à Instituição - LEONARDO DOS SANTOS NEVES - UFVJM