Análise do programa ProJovem Campo Saberes da Terra da UFS: limites e contradições da política de gestão e formação na educação do campo em Sergipe

Abstract

The research aims to study the implementation and management of the training program ProJovem Field Knowledge of the Earth, by the Federal University of Sergipe, in partnership with the State Department of Education policy. It is an interest with a focus on Public Policy for Youth and Adult Education in the Field, and aims to: analyze the ProJovem Field Knowledge Programme Earth developed in Sergipe 2008/2011 the period from its institutional implementation of federal and state and social movements. For both research intended as specific objectives a) To study the elements that are reasons for Public Policy for Rural Education in EJA, from the creation of the Knowledge ProJovem Field of the Earth; b) Discuss the process of creation of programs and projects on the EYA, as well as its form of regulation, financing and management. In this way we base our study on theoretical and methodological assumptions of qualitative research, using the procedure of document analysis and, therefore, we sought to examine the implementation of this policy, based on the principles of dialecticalhistorical materialism. The pedagogical approach of the program is based in the Pedagogy of Alternation that values the young field and is part of the struggle of social movements, aimed at an educational proposal that values the subject field of the process. However, it is based on the analysis of the implementation and management realize that already in the design / creation of these programs show the limits and contradictions in its execution, since the entities involved in this case have no physical and human framework for due action monitoring, outsourcing the services of responsibility of public entities. Therefore, the transfer of public funds for private education sectors, as well as restrictions, bureaucratic and legal impediments characterize the discontinuity of the Program, thus, prevents the realization of a public education policy.