PRONERA: DA POLÍTICA PÚBLICA À PRÁXIS PEDAGÓGICA NAS ESCOLAS DO CAMPO

Maria Antônia de Souza; Rosana Aparecida da Cruz  Paula

doi:10.5216/ia.v47i2.72158

PRONERA: FROM PUBLIC POLICY TO PEDAGOGICAL PRAXIS IN COUNTRYSIDE SCHOOLS

Authors

Maria Antônia de Souza Universidade Estadual de Ponta Grossa (UEPG), Ponta Grossa, Paraná, Brasil / Universidade Tuiuti do Paraná (UTP), Curitiba, Paraná, Brasil, masouza@uol.com.br https://orcid.org/0000-0001-7514-8382
Rosana Aparecida da Cruz Paula Secretaria Municipal de Educação de Tijucas do Sul (SME), Tijucas do Sul, Paraná, Brasil, rosanacruz2007@yahoo.com.br https://orcid.org/0000-0002-4687-4032

DOI:

https://doi.org/10.5216/ia.v47i2.72158

Abstract

This article analyzes Pronera as a public educational policy built with social movements in the countryside and dialogues with pedagogical praxis in public schools. It results from documentary research on guidelines, decrees, resolutions, letters, reports and manifestos, and bibliographic study of articles, theses and dissertations. The concept of public policy is understood according to the relations between civil society and governments, considering the conjuncture and structure. Pedagogical praxis refers to the movement of training processes creation and organization at school and outside of it, aimed at social transformation. It is concluded that Pronera strengthens national and regional articulations, teacher’s formation, research groups and moves Brazilian universities in the construction of political-pedagogical praxis.

KEYWORDS: Pronera. Educational Policies. Pedagogical Praxis. Countryside Education. Public School.

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Author Biographies

Maria Antônia de Souza, Universidade Estadual de Ponta Grossa (UEPG), Ponta Grossa, Paraná, Brasil / Universidade Tuiuti do Paraná (UTP), Curitiba, Paraná, Brasil, masouza@uol.com.br

Licenciada e Bacharel em Geografia pela UNESP de Presidente Prudente (1991). Bacharel em Direito pela Universidade Tuiuti do Paraná (2012). Mestre em Educação pela UNICAMP (1994). Doutora em Educação pela UNICAMP (1999). Professora da Universidade Estadual de Ponta Grossa, curso de Pedagogia e Mestrado Profissional (PROFEI). Professora da Universidade Tuiuti do Paraná, Programa de Pós-Graduação em Educação. Coordenadora do Núcleo de Pesquisa em Educação do Campo, Movimentos Sociais e Práticas Pedagógicas (NUPECAMP). Bolsista do CNPq, PQ1B.

Rosana Aparecida da Cruz Paula, Secretaria Municipal de Educação de Tijucas do Sul (SME), Tijucas do Sul, Paraná, Brasil, rosanacruz2007@yahoo.com.br

Graduada em Pedagogia pela Universidade Católica do Paraná (1990). Mestre em Educação pela Universidade Tuiuti do Paraná (2014); Doutora em Educação pela Universidade Tuiuti do Paraná (2018). Desenvolve pesquisa sobre educação do campo, movimentos sociais do campo, políticas e práticas pedagógicas nas escolas localizadas no campo. Integra o Núcleo de Pesquisa em Educação do Campo, Movimentos Sociais e Práticas Pedagógicas (NUPECAMP).

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Published

2022-08-31

How to Cite

SOUZA, M. A. de; PAULA, R. A. da C. . PRONERA: FROM PUBLIC POLICY TO PEDAGOGICAL PRAXIS IN COUNTRYSIDE SCHOOLS. Journal Inter-Ação, Goiânia, v. 47, n. 2, p. 359–373, 2022. DOI: 10.5216/ia.v47i2.72158. Disponível em: https://revistas.ufg.br/interacao/article/view/72158. Acesso em: 23 dec. 2024.

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Issue

Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges

Section

Dossier Articles

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