Influência da formação do curso de Pedagogia do PRONERA da UFPB na gestão de uma escola do campo

Abstract

In the path of the social movements on the Brazilian countryside, Education has been a battleflag, helping to build and consolidate people’s rights. In this sense, Education on the Countryside has risen as a consequence of the mobilization of the social movements and, among the conquers resulting from these struggles, the achievements regarding the policies and programs of Education on the Countryside are obvious, being the National Program for Education on Land Reform (Programa Nacional de Educação na Reforma Agrária - PRONERA) a relevant example. Starting from an analytical look at the performance of a former student from the Pedagogy course of PRONERA, this work presents the influence of her background on the management of a country school located in Conde/PB. We seeked to observe the management practices applied on the school’s daily life, identifying the principles of Education on the Country experienced on these management practices and, therefore, analysing the aspects of change perceived on the school’s management. The research followed a qualitative approach and exploratory nature, being based on a case study. In order to fulfill the work’s proposal, we made concomitant use of the bibliographical research, documental and field-based, being the latter characterized by the usage of the procedures of observation and semi-structured interviews. This way, we were able to verify the work of the manager based on the principles of a democratic management, built from a foundation established from dialogue. It was also possible to realize that the teaching provided by PRONERA contributed for the self-acknowledgement and the construction of the peasant’s identity of the manager and, hence, has continuously contributing for the construction of the identity of the whole school and its surrounding community. Making feasible a perception of change arising from actions developed on the school’s environment, which has modified the pedagogical question of the school, and propelled the reformulation of the Pedagogical Political Project. The changes are still perceived on the decision making, what characterizes the principles of a democratic administration, also perceived out of the forwardings given to the plannings.