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A Educação Contextualizada para a convivência com o Semiárido Brasileiro como uma prática emancipadora

2017; FUNDACAO UNIVERSIDADE FEDERAL DO TOCANTINS; Volume: 3; Issue: 1 Linguagem: Inglês

10.20873/uft.2525-4863.2018v3n1p104

2525-4863

Luana Patrícia Costa Silva, Albertina Maria Ribeiro Brito de Araújo, Alexandre Eduardo de Araújo,

Rural Development and Agriculture

This work has as main objective to elucidate pedagogical practices that outline a relationship of Education for Living with the Brazilian Semi - arid, from the experience of the Plínio Lemos School - School of the Earth, located in the Zé Marcolino settlement, Prata - PB. This process was consolidated against a methodological proposal of a qualitative approach and from the participant research, based on the studies of Brandão (2002, 2006). The proposals found in the research emerge from the struggle for a rural school, with the proactively of the mother sand materializes in front of the construction of a school that starts to consolidate pedagogical proposals based on Education for Coexistence with the Brazilian Semiarid. These proposals are visualized in the practice of the educators that allow an educational context based on the teaching and collective learning, through exchanges, scan sand contextualizations, facing the reality of the subjects involved in the education al process. In this way, it was possible to identify emancipator actions that reveal the stereotypes destined to the semi-arid region sand their subjects, as they begin to resignify their identities and build a new educational conception, based on emancipation and autonomy.