Movimento das representações sociais sobre campo de professores que atuam na educação por alternância no Peru e no Brasil

Abstract

This Thesis analyzed, the ways of thinking, feeling and acting on the field of teachers who work in Training through Alternation in Brazil and Peru. Schools linked to Pedagogy of Alternation have a school project against hegemony that is committed to the issues of the peasant universe and tensions teachers to take a stand. The study was based on the Theory of Social Representations and had the following question: what are the challenges experienced by teachers when they have to deal with the peasant universe in a perspective of strengthening the modes of production and reproduction to maintain agriculture and the peasant way of life? Brazil and Peru have an unequal land structure, with a dispute for antagonistic projects for the countryside, but with common characteristics, as both are marked by the concentration of land and the denial of rights. The dispute arises because there are two projects under tension, creating different proposals for access and use of the land, undertaking different forms of struggle, Peasants claim this right in the place where they live and defend a school project linked to production and reproduction modes of rural life. As a result of this struggle, Pedagogy of alternation-PA emerges as a palpable link between the school project and the field and society project. In this sense, this research dialogued with the references of the Agrarian question in Brazil and Peru, with the paradigms of PA and Rural Education and with the Theory of Social Representations - TRS, from the concept of Social Representations in Movement, which comes being discussed by the Research Group on Social Representations of the Federal University of Minas Gerais. The analyzes are centered on the apprehension and understanding of the movement present in the teachers' ways of thinking, feeling and acting from their professional, personal experiences and their relationships, with the analyzed object and with their social contexts. The methodology used was based on contrast, the data were collected from semi-structured questionnaires and narrative interviews with 12 teachers, which 06 Brazilian teachers and 06 Peruvian teachers. The contrasting results showed to representational movements of reworking, maintenance and refusal. This study theoretically contributes to the understanding of RRT from the perspective of the movement, from the analysis of experiences on common objects in different educational contexts that generate change, with the strengthening of Rural Education as a Matrix Structure for analysis that can be used in other realities and contexts. It contributes with information that can subsidize public policies of education for the field in the context of Pedagogy of Alternation and in other educational contexts.