What is it about?
This paper aims to provide an overview of an expanded, workable conception of rural youth and adult education that will move Brazil closer to a fair, egalitarian society focused on human development.
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Why is it important?
By placing this study in the context of youth and adult learning, the study complements research that has addressed this topic in different international contexts, contributing broadly to knowledge regarding teacher education for rural areas and, more generally, to the implications of lifelong learning. “Education for all throughout life” has become a recognized right. Democracies must universalize this right by developing public policies, implementing them throughout the entire population and monitoring progress to verify that everyone – including the poorest peasant in the remotest countryside – has the tools to learn effectively.
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This page is a summary of: Education and lifelong learning for young and adult peasants, European Journal of Training and Development, October 2020, Emerald, DOI: 10.1108/ejtd-02-2020-0038.
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The aesthetic literacy in the consolidation of the reading and writing processes of young and adults of the rural education
Rural Education turned 20 years in 2018 and, in Brazil, it has been a very problematized subject. Although in recent years significant gains have been made through public policies such as the National Policy for Rural Education n. 7352/2010 and programs such as National Program of Education in Agrarian Reform, National Program of Rural Education and Support Program for Higher Education in Licentiate in Rural Education, it has undergone attention and access to the permanence of the youth and adult in the university, in the expansion, continuity and qualification of its offering in Brazilian education, as well as a teaching effectively directed to these students’ reality. From the initial considerations, I bring with the doctoral research an investigation conducted at the Post-Graduation Program in Education of São Paulo State University - UNESP. The subjects studied were the young and adult students of the Licentiate course in Rural Education with a degree in Arts and Music from the Federal University of Tocantins, Tocantinópolis campus. The main objective was to investigate how aesthetic literacy is developed from visual signs and writing to understand the reality of the youth and adults of the Rural Education. This study was based on Historical-Cultural theory and had as a method the Didactic-Formative Experiment. The methodological tools used to generate the data were the observations made during the experiment, the video recording of this experiment, the audio of the interviews conducted with these students, as well as the comics produced by them. For the data analysis, the study followed the perspective of Historical and Dialectical Materialism. Among some results, it is possible to affirm that aesthetics today refers not only to a well-made work, but to an object or thought that has more than an artistic value, that offers a harmony and balance in its forms, that is, an aesthetic quality. In this context, correcting or alleviating problems that emerge from the reading and writing, seeking to improve them, is a way of thinking about a possibility of multiliteracies, in which the aesthetic literacy configures essential aspect, because in the research accomplished, the students started to write better after producing the comics books. They improved their writing. That is beautiful, beauty: character of well-done (well-done work); coherent, defined, good form. I also emphasize the importance of aesthetic literacy for the awareness of the reality in which the subject is inserted and for the understanding of the creative activity role for the constitution of the human personality. Thus, this research allows us to conclude that aesthetic literacy is a cultural asset to which children, youth and adults have inalienable rights, and the school and the university have a duty to consider the development of a didactic proposal aimed at bringing the reader closer to the text. Faced with this, I believe that we can no longer postpone the perspective of science in general, of art and culture as components of literacy with youth and adults of the Rural Education. Strictly, this study has consequences on the organization of the work with textual production in Rural Education, in particular, and in education in general.
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