Banca de DEFESA: Livia Gomes de Luccas

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Livia Gomes de Luccas
DATE: 06/09/2023
TIME: 15:00
LOCAL: Sala de Atos FE1
TITLE:

The Cultural Historical Social Inventory as a Tool Didactics and the Protagonism of Minorities: Experience and History of Peasant Women from the Educational Center of the Federal District Settlement Program, CED PAD DF

KEY WORDS:

Inventory, Peasant woman, Gender, race, intersectionali.

PAGES: 132
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The main objective of this dissertation was to highlight the didactic and educational potential of the Historical and Cultural Social Inventory, in na experience carried out at the Educational Center of the Directed Settlement Program of the Federal District ( Distrito Federal -DF) (CED PAD DF), using as a basis for our action to re-elaboration ' reworking ' the proposals curriculum based on narratives of peasant women from that region, who were interviewed for the construction of the document. In the first chapter, we trace a history of land occupation in the PAD DF region, highlighting how the issues related to race are intertwined in the process. We also brought a brief history of the Rural Education and its construction and struggle against thinking hegemonic. We also analyzed how the CED PAD DF school is on its journey towards becoming a Rural School. In the second chapter, we analyze the didactic potential of the Historical and Cultural Social Inventory and the contributions of Socialist Pedagogy in this context. This chapter presents a brief history of feminism and affirms the perspective of intersectionality as a fundamental lens for reflecting on complex social dynamics. In the third and last chapter, the research field and moment of (re)approachment with the school were detailed. classroom,exemplifying how such conceptions can and should be translated into concrete pedagogical approaches. As nethodolohy we used qualitative method approach and try to offer an example of how educational practices can be aligned with the principles of Rural Education, reinforcing the importance of contextualization and constant dialogue between theory and practice in the educational field. Through this approach, we sought not only to enrich the students' training process, but also to highlight that, for the construction of a society opposed to the current hegemony and which enforces social justice for the peasant people, we need to organize ourselves, inside and outside of the school, in a decolonized perspective.

COMMITTEE MEMBERS:
Externa ao Programa - 1378920 - CLARICE APARECIDA DOS SANTOS - nullExterna à Instituição - MARIA JUCILENE LIMA FERREIRA - UNEB
Presidente - 2322876 - MONICA CASTAGNA MOLINA
Interna - 1491659 - SHIRLEIDE PEREIRA DA SILVA CRUZ