Políticas públicas de educação: um estudo sobre os programas federais de educação para o campo no Amapá

Abstract

The new field of education paradigm has established itself naturally in the 1990s, from the workers' resistance, Faced with no supply of social policies. This study aims to analyze how is developing the initial training of teachers for schools of the field in the state of Amapá, with the implementation of degree courses in Rural Education (LEDOC) in UNIFAP. To achieve what was proposed, it was decided by the dialectical method, relying on the analysis of qualitative and quantitative aspects in dealing with empirical data, there was also the literature on the contribution of social movements for the construction of educational policy field. The study of official documents on that degree and collecting data through semi-structured interviews with 41 employees (teachers, graduates, academics, and coordinators). In addition, it used the semi-structured questionnaire administered to 65 subjects of LEDOC courses in order to understand how these courses were effected in the State of Amapá reality, allowing thus the reflection on the conceptions, didactic and pedagogical principles that guide this training as well as its limits and perspectives. According to the results, it was found that the LEDOC facing structural difficulties, which causes damage to the quality of the course. However, this is a policy that contributed to the democratization of higher education, allowing people access the field to this level. Therefore, it was observed that in Amapá, education field presents some discrepancies in relation to the national scene, in view of the development of public policies on access to higher education, which here began to be implemented only from 2008