Territorial approaches to field education: An analysis of the territorial experience of the Normília Cunha dos Santos Agricultural Family School
Keywords:field education, peasant territorialities, Agrarian Family School
By considering territory as a metamorphosed space because of the social relations that occur within its limits, the concept of field appears as a space of territoriality that is typical of the peasants. Thus, the construction of field education, mediated by the pedagogy of alternation, may be understood as the expression of a specific territoriality. The question that drives the study is how these territorialities are found in peasant territories. The field of study was the Normília Cunha dos Santos Agrarian Family School (AFS), located in the city of Barra de São Francisco-ES. Thus, the objective proposed in this study is to understand how the AFS experiences the pedagogy of alternation as peasant territoriality and confronts external tensions that affect operations. A qualitative methodology using bibliographic sources from field education studies and a logbook was adopted. It is concluded that living in and living with territorialities, according to the daily practices surrounding the subject of field education, aligns with the historicity of peasant struggles in territories.
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Copyright (c) 2021 Edineia Sodré Pereira de Almeida, Eunice Maria Nazarethe Nonato, Maria Terezinha Vilarino
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 License, whereby the author retains the copyright, and which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited, the changes to the work are identified, and the same license applies to the derivative work. Works prior to October 2019 will display a different license (CC-BY-NC-SA; http://creativecommons.org/licenses/by-nc-sa/3.0)