Banca de DEFESA: ROSA MARIA DE JESUS BRITO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ROSA MARIA DE JESUS BRITO
DATE: 06/05/2026
TIME: 14:30
LOCAL: Multimeios 02 - CE
TITLE:

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KEY WORDS:

Social Representations; Rural Education; Teacher Training; PROCAMPO; Teacher Education.

PAGES: 216
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study is situated within the field of educational policies and teacher education

promoted by the Rural Social Movements, focusing on the Program to Support Higher

Education in Rural Education Teaching Training (PROCAMPO). The research was

conducted in the state of Piauí, in the municipality of Floriano, at the Federal University

of Piauí (UFPI), Amílcar Ferreira Sobral Campus (CAFS), with the aim of analyzing the

social representations of Rural Education held by teachers of the Degree Course in Rural

Education – Natural Sciences (LEDOC). The research group consisted of 11 tenured

professors, whose profiles were characterized in order to understand how they have been

becoming familiar with the concept of Rural Education and what their social

representations of this object are. A theoretical-methodological path was outlined based

on the theoretical and normative frameworks of Rural Education, Brazilian educational

legislation, and Social Representations Theory (SRT), particularly through the

sociogenetic (or processual) approach associated with the studies of Serge Moscovici

and Denise Jodelet. As an investigative strategy, the study was developed within the

framework of qualitative, exploratory-descriptive field research, supported by the

following data collection techniques: the administration of a Teacher Profile

Questionnaire, the conduct of Semi-structured Interviews, and the analysis of the

Pedagogical Project of the Degree Course in Rural Education (PPC/CAFS/UFPI). For

data analysis and interpretation, Angela Arruda’s Contextualization Spiral technique was

used. The findings showed that teacher education in the context of LEDOC faces

challenges and difficulties concerning the understanding of the concept of Rural

Education and the course’s theoretical-methodological and operational proposal. From

the analysis of the configuration of social representations, it was observed that the notions

of Rural Education underlying the views of the teachers surveyed are anchored in two

dimensions: the formative dimension (regarding its educational and professional training

functions) and the spatial-geographical dimension (which grounds education in a more

“physical” place and less in a “social” sense of belonging). Although these two dimensions

show a certain coherence, they reduce the broader meaning of Rural Education when

teachers associate the representational field of the object with the view that it is linked to

a course that trains people who live “in” the countryside and “for” the countryside, whereas

this relationship should be understood as “of” and “with” the countryside, that is, as an

intertwining of subject/education/countryside. The teachers’ “behavior” reinforced the

confirmation of the thesis that the education of teacher educators in LEDOC strongly

influences what they do and accomplish, through the knowledge they have already

acquired, as well as through their beliefs and values constructed within the environment

and/or social group to which they belong.

COMMITTEE MEMBERS:
Externo à Instituição - ELMO DE SOUZA LIMA
Interna - 1630662 - ADEMARCIA LOPES DE OLIVEIRA COSTA
Externo à Instituição - ANDRE AUGUSTO DINIZ LIRA
Presidente - 4197701 - ERIKA DOS REIS GUSMAO ANDRADE
Externa à Instituição - IRENE ALVES DE PAIVA
Externo à Instituição - LUIZ PAULO RIBEIRO
Interna - 1131585 - PATRICIA IGNACIO