Family Agricultural School: Reflections based on the social representations of alumni and parents
This article originated from a case study conducted on a Family Agricultural School (EFA) located in northern Minas Gerais, with the aim of examining how its teaching model can contribute to the development of an educational perspective focused on rural subjects. The social representations of the gr...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Norte do Tocantins
2024-12-01
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| Series: | Revista Brasileira de Educação do Campo |
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| Online Access: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/17822 |
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| author | Eurivaldo Nunes Rodrigues Paulo Afrânio Sant’Anna |
| author_facet | Eurivaldo Nunes Rodrigues Paulo Afrânio Sant’Anna |
| author_sort | Eurivaldo Nunes Rodrigues |
| collection | DOAJ |
| description | This article originated from a case study conducted on a Family Agricultural School (EFA) located in northern Minas Gerais, with the aim of examining how its teaching model can contribute to the development of an educational perspective focused on rural subjects. The social representations of the graduates and their parents regarding the EFA were identified and discussed. This was a qualitative-exploratory study that used narrative interviews as a data production strategy. Sixteen interviews were conducted with graduates and parents, and these interviews were processed using the Iramuteq software for lexical analysis. The result of this analysis identified five classes of words outlining semantic fields that enabled the construction of the analysis categories. The school-family-community trinomial presented itself as a central element of representations about EFA, highlighting two dimensions, technical training and pedagogical principles. It is evident that dialogue between school-family-community is essential in the construction of knowledge in rural schools, as well as in transforming the reality of rural communities. This dialogue has positive impacts on the identity bond with the countryside, creating new possibilities for relationships with the territory. It appears that EFA's pedagogical proposal aligns with the Rural Education Movement and its public policies. |
| format | Article |
| id | doaj-art-1da37a67fa304ba392c25e87822604d1 |
| institution | OA Journals |
| issn | 2525-4863 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universidade Federal do Norte do Tocantins |
| record_format | Article |
| series | Revista Brasileira de Educação do Campo |
| spelling | doaj-art-1da37a67fa304ba392c25e87822604d12025-08-20T01:59:44ZengUniversidade Federal do Norte do TocantinsRevista Brasileira de Educação do Campo2525-48632024-12-01912510.70860/ufnt.rbec.e17822Family Agricultural School: Reflections based on the social representations of alumni and parentsEurivaldo Nunes Rodrigues0https://orcid.org/0000-0003-2460-1727Paulo Afrânio Sant’Anna1https://orcid.org/0000-0002-8284-1481Universidade Federal dos Vales do Jequitinhonha e Mucuri - UFVJMUniversidade Federal dos Vales do Jequitinhonha e MucuriThis article originated from a case study conducted on a Family Agricultural School (EFA) located in northern Minas Gerais, with the aim of examining how its teaching model can contribute to the development of an educational perspective focused on rural subjects. The social representations of the graduates and their parents regarding the EFA were identified and discussed. This was a qualitative-exploratory study that used narrative interviews as a data production strategy. Sixteen interviews were conducted with graduates and parents, and these interviews were processed using the Iramuteq software for lexical analysis. The result of this analysis identified five classes of words outlining semantic fields that enabled the construction of the analysis categories. The school-family-community trinomial presented itself as a central element of representations about EFA, highlighting two dimensions, technical training and pedagogical principles. It is evident that dialogue between school-family-community is essential in the construction of knowledge in rural schools, as well as in transforming the reality of rural communities. This dialogue has positive impacts on the identity bond with the countryside, creating new possibilities for relationships with the territory. It appears that EFA's pedagogical proposal aligns with the Rural Education Movement and its public policies.https://periodicos.ufnt.edu.br/index.php/campo/article/view/17822agricultural family schoolalternationrural education. |
| spellingShingle | Eurivaldo Nunes Rodrigues Paulo Afrânio Sant’Anna Family Agricultural School: Reflections based on the social representations of alumni and parents Revista Brasileira de Educação do Campo agricultural family school alternation rural education. |
| title | Family Agricultural School: Reflections based on the social representations of alumni and parents |
| title_full | Family Agricultural School: Reflections based on the social representations of alumni and parents |
| title_fullStr | Family Agricultural School: Reflections based on the social representations of alumni and parents |
| title_full_unstemmed | Family Agricultural School: Reflections based on the social representations of alumni and parents |
| title_short | Family Agricultural School: Reflections based on the social representations of alumni and parents |
| title_sort | family agricultural school reflections based on the social representations of alumni and parents |
| topic | agricultural family school alternation rural education. |
| url | https://periodicos.ufnt.edu.br/index.php/campo/article/view/17822 |
| work_keys_str_mv | AT eurivaldonunesrodrigues familyagriculturalschoolreflectionsbasedonthesocialrepresentationsofalumniandparents AT pauloafraniosantanna familyagriculturalschoolreflectionsbasedonthesocialrepresentationsofalumniandparents |