Evidências e ausências da educação do campo no curso de Pedagogia com área de aprofundamento em Educação do Campo/UFPB

Abstract

The following final course work studies the conceptual depth of the curricular base of the "Pedagogy in Rural Education" UFPB course. Considering that the very principle of Rural Education places rural culture and identity as protagonists of the educational process, we ask the following problem questions: Which Rural Education fundamentals are present in the Pedagogy in Rural Education course's curricular base? Are the concepts of Rural Education approached by the course's curricular components? Which of this concept's primary fundamentals aren't being explored? This research employs a qualitative method on a documental analysis of the curricular organization of the entire course, the syllabuses of 2022's classes, and their respective class plans. A rigorous search for authors relevant to Brazilian rural conflicts provided the theoretical foundation for this research; they include Facó (1976), Julião (1962) and Batista (2006); the rural social movements' contributions to Rural Education by Frigotto and Ciavatta (2003), Caldart (2012), Arroyo (2012) and Molina (2012); the formation of American large landownerships by Galeano (2021); the Brazilian rural question by Mendonça (1997); and the historical-dialectical materialism in overcoming the rural-urban opposition by Marx and Engels (2007). Through documental analysis we were able to identify the fundamentals behind the Pedagogy in Rural Education's formation, as well as the concept's cornerstone principles that are absent in the curricular base.