Banca de QUALIFICAÇÃO: RENILDA BATISTA PRINA LAMON

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : RENILDA BATISTA PRINA LAMON
DATA : 23/11/2026
HORA: 08:00
LOCAL: Mestrado de Educação
TÍTULO:

Epistemological and political conceptions of rural education in the municipality of Cáceres, Mato Grosso: an analysis of the organization of pedagogical work at the Paulo Freire and São Francisco municipal schools

PALAVRAS-CHAVES:

Rural Education. Educational policies. Organization of pedagogical work. Peasant peoples. Territorial permanence.

PÁGINAS: 94
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Fundamentos da Educação
ESPECIALIDADE: Sociologia da Educação
RESUMO:

"Rural Education" (*Educação do Campo*) constitutes a political, epistemological, and pedagogical project linked to the struggles of rural peoples for the right to education, the valuing of their knowledge, and the ability to remain in their territories with dignity. This dissertation analyzes the epistemological and political conceptions of Rural Education in the municipality of Cáceres, Mato Grosso (MT), focusing on the organization of pedagogical work at the Paulo Freire Municipal School—located in the Nova Conquista settlement—and the São Francisco Municipal School—situated in the community of the same name. Grounded in historical-dialectical materialism, the investigation employs participatory action research as its methodological approach, integrating bibliographic, documentary, and empirical research. Data collection involved semi-structured discussion circles with 4th and 5th-grade elementary students, education professionals, and parents or guardians, alongside participant observation, an analysis of the schools' "Political-Pedagogical Projects," and field journal entries. A qualitative analysis of the narratives and documents reveals contradictions between the principles of Rural Education and the actual implementation of educational policies and pedagogical practices within the schools studied. The findings point to the persistence of standardized curricular guidelines and practices that, at times, diverge from the realities of rural life; simultaneously, the study identifies initiatives that value local knowledge, dialogue, labor, and community culture. The research demonstrates that the organization of pedagogical work can strengthen identities and territorial ties, yet it cannot, on its own, guarantee that individuals will remain in rural areas—a decision also contingent upon economic, social, and political factors. It is concluded that strengthening Rural Education requires public policies committed to territorial specificities, the continuous professional development of educators, community participation, and the integration of curriculum, labor, culture, and scientific knowledge. Such an approach contributes to the holistic development of individuals and the creation of dignified living conditions within rural territories.

MEMBROS DA BANCA:
Interno - 38925002 - ALCEU ZOIA
Externo à Instituição - CARLOS ANTÔNIO BONAMIGO - UNIOESTE
Externa ao Programa - 003.437.991-62 - CRISTIANE GONÇALVES RIBEIRO -
Presidente - 83269001 - LAUDEMIR LUIZ ZART
Interna - 82415001 - LORIEGE PESSOA BITENCOURT