Retratos de uma política pública: disposições geradas pela Educação do Campo, a partir da experiência da Escola Família Agrícola da Região Sul (EFASUL)

Abstract

The theme of this thesis was public policies on Countryside Education and its aim was to evaluate the effectiveness of this policy, based on the creation/activation of provisions for graduates of the Escola Família Agrícola da Região Sul (EFASUL), located in Canguçu/RS, in order to analyze the social transformations produced by the public policy, that is, the social impact and effects produced on the target public. EFASUL is a community school, based on the principles of Countryside Education, Alternation Pedagogy, Agroecology, cooperation and solidarity, which offers high school and technical courses in Agroecology for rural populations. To carry out the research, we used a qualitative methodology, with the use of political ethnography and field research for data collection, consisting of visits to the homes of those surveyed, where we carried out interviews with a semi-structured script and observation. Most of the theoretical hypotheses were confirmed. We also confirmed that these dispositions vary according to the strategies undertaken by each individual in the production and reproduction of their lives, and can be classified as: Alternative Dispositional Assets, when the dispositions are maintained in the post-formation period, are updated and remain strong, i.e. situations in which we can affirm public policy effectiveness; Contradictory Dispositional Assets, when the dispositions found are contradictory, sometimes due to the objective impossibility of putting what is believed into practice, so we would say that in these cases the public policy has partially achieved its effectiveness; and Traditional Dispositional Assets, where the dispositions created/activated at the School seem to have disappeared or been weakened, which would indicate little effectiveness of the policy. However, we didn't find any cases that we could classify as Dispositional Patrimonies of Escape, one of the hypotheses previously elaborated. We have seen that countryside education, as a public policy in Brazil, is a key element in the construction of another countryside project. From the EFASUL experience, it was possible to verify that the training process developed by the Field Schools creates/activates dispositions to act and believe in the participating subjects, around principles such as Agroecology, collective work, solidarity and respect for nature, although in some these dispositions may appear more consistently and in others more contradictory. In addition, the ethnographic field research made it possible to identify other dispositions not foreseen in the theoretical hypotheses, such as dispositions related to collective coexistence, communication and a critical view of society.