Banca de DEFESA: IVANIA PAULA FREITAS DE SOUZA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : IVANIA PAULA FREITAS DE SOUZA
DATA : 31/08/2020
HORA: 14:00
LOCAL: MConf - vídeo RNP
TÍTULO:

BEYOND THE FENCES, WHAT IS THERE? Rural Education in the context of Digital Culture

PALAVRAS-CHAVES:

Rural Education, Digital Culture, Capitalism, Educational Policies.

PÁGINAS: 444
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
RESUMO:

This dissertation presents Rural Education in the context of Digital Culture, in dialectically dialogue
with the restructuring and expansion of capital, which has Information and Communication Technology
(ICT) as an ally. It assumes that the digital culture has reconfigured the modes of production, access and
distribution of knowledge nowadays, and has generated new social and collaborative practices. In
Brazilian countryside, people of all ages use the most diverse technological facilities on a daily basis.
Peasants, who has in their agenda the struggle for land, for water and for food with no agrochemicals,
also claim knowledge as a right. Digital culture is seen as a suspicious issue, what is understandable,
since technologies, which are under the domain of capital, has not historically arrived in the countryside
as allies to the workers, but rather as part of a developing project whose logic is always related to the
domination to the expansion of the interests of the market and to the expropriation of peasants.
Therefore, we were interested in knowing: what are the challenges of rural education in the context of
digital culture? What are the characteristics of the process of access, production and spreading of
knowledge in this culture? How ITC are presented in everyday life in countryside? How peasants,
especially young ones, interact with these technologies? What changes does the access to digital
information and communication technologies by teachers and students provoke in everyday life in rural
schools? What are the limits and possibilities for human formation in the context of digital culture? The
objective was to understand what theoretic and practical challenges are posed to rural education in the
context of digital culture. The research involved students, teachers, leaders of two rural communities of
Itapicuru North Piemont Territory of Identity, researchers and social movements from the Interterritorial
Articulation of Rural Education in Semiarid. The method of research and analysis was the dialectical
historical perspective. The itinerary was constituted by the elucidation of challenges and potentialities
that were evinced in the objective reality from the construction of theoretical relations through the view
of the individuals about technologies, educational process in digital culture and the principles that
support the concept of rural education, taking as a basis the contradiction and totality categories, in the
dialectical relation between general-particular, thesis-antithesis, abstract-concrete, individual-
collectivity, trying to interpret social reality through the real movement of things, beyond appearance
and representation. From the generated results, we highlight that there are many limits in the relationship
between individuals from countryside and the ICT, among them, the aspect of being just consumers of
contents, what put them exposed to the intentions and desires of the capital. However, concrete reality
reveals that ICT can be important ally for the workers’ struggle, as long as they construct a critical view
about the relations in it and appropriate of technology in its totality – from the right to the access up to
the domain of the potentiality of the production and communication of the knowledge that ICT is capable
of generating and communicating. Among the conclusions it is found that ICT is part of the project for
the insertion of values from capital into education, which are represented by the strong presence of
movements that gather businessmen, for example the Everybody for Education, who has influenced
public policies, specially the curricular reforms. This dissertation points out the relationship between
this reform process and the restructuring of capital and labor, claiming for the political and pedagogical
alignment of rural education to the historical and emancipatory project of working class. Thus, it is
necessary to discuss the ICT issue in a critical and overcoming perspective compromised, therefore,
with the enhancement of rural education.

MEMBROS DA BANCA:
Interno - 1130452 - CELI NELZA ZULKE TAFFAREL
Interno - 287526 - NELSON DE LUCA PRETTO
Externo ao Programa - 4298534 - MARIZE SOUZA CARVALHO
Externo à Instituição - MARIA NALVA RODRIGUES DE ARAUJO
Externo à Instituição - SALOMÃO ANTÔNIO MUFARREJ HAGE - UFPA