The dichotomy of Knowledge in the School of the Field: Epistemological contributions of rural Sociology

Authors

DOI:

https://doi.org/10.17058/rea.v28i2.14312

Keywords:

Field School, Socio-territorial Movements, Formal Education, Sociologia Rural.

Abstract

The article aimed to analyze the field education as an educational modality widespread as a result of the flag of struggle for the right to land of the socio-territorial movements of Brazil. The investigation is preceded by a hegemonic model that neutralizes the knowledge centered on the urban imposed by formal education. On the other hand, it is advisable to discuss the school of the field, which is reproduced within a positivist ideological basis, detached from the way of life of the subjects. Thus, it is conceived in the pedagogical spaces of the school through the dichotomy of knowledge, the historical contradictions that dispense with overcoming the hegemonic knowledge in the context of the social classes of the field.

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Author Biographies

Manoel Valquer Oliveira Melo, Universidade Federal de Alagoas

Doutorado em Desenvolvimento Territorial e Meio Ambiente pela Universidade de Araraquara

Oriowaldo Queda, Universidade de Araraquara

Doutorado em Agronomia pela Escola Superior de Agricultura Luiz de Queiroz

Vera Lúcia Silveira Botta Ferrante, Universidade de Araraquara

Doutorado em Sociologia pela Universidade Estadual Paulista Júlio de Mesquita Filho

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Published

2020-06-02

How to Cite

Oliveira Melo, M. V., Queda, O., & Silveira Botta Ferrante, V. L. (2020). The dichotomy of Knowledge in the School of the Field: Epistemological contributions of rural Sociology. Reflexão E Ação, 28(2), 104-117. https://doi.org/10.17058/rea.v28i2.14312

Issue

Vol. 28 No. 2 (2020): Dossiê: Deslocamentos na Educação Contemporânea

Section

Dossiê Temático: Deslocamentos na Educação Contemporânea

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