A produção do conhecimento sobre a política de educação do campo: uma análise de teses e dissertações (2010-2020)

Abstract

Research for people of the countryside, in addition to the systematic and rigorous production of knowledge of reality, should help to qualify the intervention of activists in the different spaces of action and contribute to progress in overcoming the challenges they face. In view of this, the general objective of the research involved in this work was to analyse the epistemological aspects involved in theses and dissertations on the policy of Field Education in Brazil (defended between 2010 and 2020), situating it from the point of view of its origins, contributing to the process of systematizing knowledge in Field Education. The concept of Epistemology used is situated in an interdisciplinary context, understanding the production of knowledge based on the relationships between science and society, between science and scientific institutions, and between the various sciences. The following specific objectives were adopted: to systematize the theses and dissertations on the Field Education policy in Brazil defended between 2010 and 2020; to apprehend the epistemological aspects involved in the works investigated; to identify the relationship between the works analysed and the original constitution of Field Education. To this end, we analyzed works developed at master's and doctoral level, defended between 2010 and 2020 and made available in the Digital Library of Theses and Dissertations (BDTD). The research is characterized as exploratory, bibliographical and documentary, with a qualitative approach. With regard to the methodological bases that underpin this work, it is guided by the Dialectic approach to research, and refers to State of Knowledge studies. The analytical construction is based on the Paradigmatic Scheme proposed by Sanchéz Gamboa, which in short is an analytical proposal for the production of knowledge that is not limited to the study of form or technical and methodological levels, but encompasses other levels such as the theoretical one which, among other dimensions, considers the critical claims and type of change proposed in the research analyzed. The scheme also covers the Ontological and Gnosiological assumptions that deal with the concept of the human, education, society and reality. This paper aims to contribute to an understanding of the characteristics and contours that the production of knowledge on field education policy has taken on in recent decades in Brazil, given the persistence of the processes of exclusion experienced by people of the countryside and the need to build knowledge in line with the quest to overcome this reality. It was identified in the production analyzed that the conceptions originating from the EdoC are striking, especially in highlighting Field Education as critical; Social Movements as Protagonists of Field Education; the affirmation of the emancipatory pedagogical tradition of field education and schools; the construction of public policy linked to the class struggle and the Pedagogy of the Movement. However, there are also weaknesses, especially in the handling of dialectical historical materialism, the method used in most of the works