Inter-institutional partnership for teacher education between university and rural social movement

Authors

  • Marilda de Oliveira Costa Universidade do Estado de Mato Grosso (UNEMAT)

DOI:

https://doi.org/10.5007/2175-795X.2015v33n2p641

Abstract

Abstract

This paper is part of studies in master's degree in education and aims to discuss the conception of education presented in the Pedagogical Project of the Land Pedagogy course, developed at the University of the State of Mato Grosso between 1999 and 2003, and that disseminated by Landless Rural Workers’ Movement (MST). It also aims to examine how partnership with the university in making the Land Pedagogy course was established. It is a qualitative study and consisted of documents analysis and semi-structured interviews applied to policy managers, teachers and students. The materials analyzed show that the concept of education spread in the course was object of tensions, questionings and strong confrontations between the university and the social movement. There were two competing projects, and each one  diffused  very  different conceptions of education and society. Finally, it was found that the educational work of the movements, goes beyond the basic curriculum taken as official, and even though there is interaction between knowledge of the movements and the university, the  conflicts tend to appear, since the educational projects from one part or another do not coincide and sometimes  are antagonized

Keywords: Public-Private Partnership. Land Pedagogy. Teacher Education.

Author Biography

Marilda de Oliveira Costa, Universidade do Estado de Mato Grosso (UNEMAT)

Doutora em Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora do Departamento de Pedagogia e da Pós-Graduação em Educação da Universidade do Estado do Mato Grosso (UNEMAT).

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Published

2015-12-31

How to Cite

Costa, M. de O. (2015). Inter-institutional partnership for teacher education between university and rural social movement. Perspectiva, 33(2), 641–664. https://doi.org/10.5007/2175-795X.2015v33n2p641

Issue

Vol. 33 No. 2 (2015): Mobile technologies at school: tensions between public policies and their (re)configurations practices

Section

Article Demand for Continuous

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