Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e7368
Tocantinópolis/Brazil
v. 5
e7368
10.20873/uft.rbec.e7368
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Family Farmer Course: Possible approximations with
Popular and Rural Education
Osmar Lottermann
1
, Walter Frantz
2
1
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul - IFRS. Formação Pedagógica para Graduados
não Licenciados. Campus Farroupilha. Avenida São Vicente, n. 785, Bairro Cinquentenário. Farroupilha - RS. Brasil.
2
Universidade Regional do Noroeste do Estado do Rio Grande do Sul - UNIJUÍ. Departamento de Ciências Jurídicas e Sociais.
Programa de Pós-Graduação em Educação nas Ciências.
Author for correspondence: osmar.lottermann@farroupilha.ifrs.edu.br
ABSTRACT. This article presents a research carried out on the
execution of the Family Farmer Course, delivered in different
municipalities around Farroupilha Federal Institute - Santo
Augusto Campus, in 2013 and 2014, with the objective of
identifying its characteristics and possible similarities with
Popular Education and Rural Education. A qualitative
bibliographic and documentary review was used as
methodology. We started from the hypothesis that, for courses
run by public institutions to meet the objectives of Popular and
Rural Educations, there must be an articulation between the
Extension project and the rural workers involved. We conducted
our analysis based on the following questions: Are there
theoretical references in the Pedagogical Project that indicate a
commitment to Popular Education? What can be extracted from
the Project in relation to the demands of Rural Education?
Finally, what are the nature and scope of the Campus
institutional involvement with family farmers, through the
Research and Extension Department and the extension projects?
We identified limitations of the Extension project when taking
into account the needs for dialogue with rural workers and
progressive aspects in the basic training space of the
Pedagogical Course Project, which allowed reflections in class.
Keywords: Extension, Family Farmer Course, Popular
Education, Pronatec Campo, Rural Education.
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
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2020
ISSN: 2525-4863
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Curso de Agricultor Familiar: possíveis aproximações com
a Educação Popular e a Educação do Campo
RESUMO. O artigo apresenta uma pesquisa realizada sobre a
execução do Curso de Agricultor Familiar, ministrado em
diferentes municípios do entorno do Instituto Federal
Farroupilha – Campus Santo Augusto, nos anos de 2013 e 2014,
com o objetivo de identificar suas características e possíveis
aproximações com a Educação Popular e a Educação do
Campo. A metodologia utilizada foi uma revisão bibliográfica e
documental de caráter qualitativo. Partimos da hipótese que,
para que os cursos executados por instituições públicas atendam
aos objetivos da Educação Popular e da Educação do Campo,
deve haver articulação entre a Extensão e os trabalhadores do
campo envolvidos. Orientamos nossas análises a partir das
seguintes perguntas: há referenciais teóricos no Projeto
Pedagógico que indicam um compromisso com a Educação
Popular? O que se pode extrair do Projeto em relação às
demandas da Educação do Campo? Por fim, qual o caráter e o
alcance do envolvimento institucional do Campus com os
agricultores familiares, através do Departamento de Pesquisa e
Extensão e dos projetos de extensão? Identificamos limitações
da Extensão frente às necessidades de diálogo com
trabalhadores do campo e aspectos progressistas no espaço de
formação básica do Projeto Pedagógico do Curso, que
possibilitaram reflexões em aula.
Palavras-chave: Curso de Agricultor Familiar, Pronatec
Campo, Educação Popular, Educação do Campo, Extensão.
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
Tocantinópolis/Brazil
v. 5
e7368
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2020
ISSN: 2525-4863
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Curso de Agricultor Familiar: posibles aproximaciones
con la Educación Popular y la Educación del Campo
RESUMEN. El artículo presenta una pesquisa realizada sobre la
ejecución del Curso de Agricultor Familiar, impartido en
diferentes municipios del entorno del Instituto Federal
Farroupilha – Campus Santo Augusto, en los años de 2013 y
2014, con el objetivo de identificar sus características y posibles
aproximaciones con la Educación Popular y la Educación del
Campo. La metodología utilizada fue una revisión bibliográfica
y documental de carácter cualitativo. Partimos de la hipótesis
que, para que los cursos ejecutados por instituciones públicas
atiendan los objetivos de la Educación Popular y de la
Educación del Campo, debe haber articulación entre la
Extensión y los trabajadores del campo envueltos. Orientamos
nuestros análisis a partir de las siguientes preguntas: ¿hay
referenciales teóricos en el Proyecto Pedagógico que indican un
compromiso con la Educación Popular? ¿Lo que se puede
extraer del Proyecto en relación a las demandas de la Educación
del Campo? Por fin, ¿cuál el carácter y el alcance del
envolvimiento institucional del Campus con los agricultores
familiares, través del Departamento de Pesquisa y Extensión y
de los proyectos de extensión? Identificamos limitaciones de la
Extensión frente a las necesidades de diálogo con trabajadores
del campo y aspectos progresistas en el espacio de formación
básica del Proyecto Pedagógico del Curso, que posibilitaran
reflexiones en clase.
Palabras clave: Curso de Agricultor Familiar, Pronatec Campo,
Educación Popular, Educación del Campo, Extensión.
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
Tocantinópolis/Brazil
v. 5
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2020
ISSN: 2525-4863
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Introduction
This article resulted from a research
that we carried out on the Family Farmer
course, of the Youth and Adult Education
modality (Initial and Continuing Training
of Workers - FIC), given in different
classes, by the Federal Institute of
Education, Science and Technology
Farroupilha (IF Farroupilha) - Campus
Santo Augusto-RS, in the years 2013 and
2014. We analyzed and reflected on the
characteristics of the course, in an attempt
to verify its commitment to Popular
Education and the pedagogical demands of
Rural Education. The analysis starts from
the following hypothesis: for courses run
by public institutions to meet, even if
minimally, the objectives of Popular
Education and Rural Education, they must
be linked to extension activities, and these,
with entities of the rural workers involved.
The extension can, in this case, establish
the necessary dialogue so that the course
approaches meet the immediate and
historical concerns of the family farmers
included in the course. In order to try to
understand the level of this involvement,
we start from the following questions: are
there theoretical references in the
Pedagogical Project that indicate a
commitment to Popular Education? What
can be extracted from the Project in
relation to the demands of Rural
Education? Finally, what are the nature and
scope of the Campus institutional
involvement with family farmers, through
the Research and Extension Department
and extension projects?
To find possible answers to the
questions that concern us in this research,
we resort to the following points: the
nature of Pronatec and Pronatec Campo,
pointing out some influences under which
the program was created; the
characteristics of Popular Education and
Rural Education, as a theoretical and
practical space for the education of rural
workers; curricular organization and study
objects proposed by the course; the final
evaluation and the role of Campus Santo
Augusto Extension in the process.
The methodology used in this
investigation begins with a bibliographic
review that ensures that we understand the
theoretical and practical aspects of what
constitutes Popular Education and Rural
Education. We mainly adopted
documentary research (Marconi &
Lakatos, 2010), as the Pedagogical Project
for the Family Farmer Course, created and
executed by Pronatec Campus Santo
Augusto team, which is one of the
important sources of research. Still, we
tried to reflect on the nature of the
institutional evaluation process, which led
us to the analysis of a course evaluation
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
Tocantinópolis/Brazil
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form. "The characteristic of documentary
research is that the source of data
collection is restricted to documents,
written or not, constituting what are called
primary sources". (Marconi & Lakatos,
2010, p. 157).
The studies take into account
qualitative aspects so that it is possible to
identify the approaches and distances from
the course analyzed with Popular
Education and Rural Education. In this
sense, Gil (2008) explains that this type of
investigation characterizes exploratory
research, which allows us to collect
information about the phenomenon under
study. Still in agreement with the author,
we can affirm that the research is similar to
the case study, although we have not
restricted the investigation, developed
here, to a specific group, nor to a certain
group of family farmers in one of the
localities, more specific. For this reason,
our analysis focused on general
characteristics that allow us to infer about
the nature of the course.
Making inferences about
characteristics that we believe to respond
satisfactorily to the research questions is a
valid methodological procedure for this
proposal, as, according to Gomes (2016, p.
81): “We make inferences when we deduce
in a logical way something from the
content being analyzed”. We emphasize
that, even referring to some quantitative
data achieved in the research, the analysis
has as its centrality the qualitative aspects,
which indicate that it is a research with this
characteristic.
From the theoretical and
epistemological point of view, we take as
central categories in the analysis process:
Popular Education; Rural Education;
Extension; and Family Farming. In a
certain way, these categories will be placed
in a tense relationship with those in the
public sphere, such as: Government Policy;
Public Education; and Professional
Education. The latter sometimes appear as
obstacles to the objectives of Popular
Education and Rural Education.
The first topic presents a brief
contextualization of the moment when
Pronatec and Pronatec Campo were
instituted, having as a central aspect its
character of light training, focused on the
market and committed to the National
Learning System, which we will refer to
throughout the text as System S. Also, we
try to reflect on the role of the Extension
Sector and present some aspects that
concern the representatives of the rural
workers and, in particular, the family
farmers.
The second topic deals with the
conditions under which the program was
absorbed by IF Farroupilha, especially
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
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with regard to the expectations of social
movements in the countryside in relation to
Pronatec Campo courses, taking as a
reference the relationship between
Pronatec and the Extension Sector with
rural workers at IF Farroupilha - Campus
Santo Augusto. As for the expectations of
rural social movements, we are based on
the text of the National Rural Education
Forum held in 2012 (Fonec, 2012). The
priority focus will be the institution's
incipient experience with teaching and
extension activities outside the campus.
Finally, in the third topic, we will
present an analysis of the Family Farmer
Course Pedagogical Project and the
evaluation document used in the final stage
of the courses. In this analysis, we will also
bring reflections that one of the authors
had as an Extension Coordinator, as a
teacher in the discipline of Integration and
Professional Guidance and, later, as
Deputy Coordinator of the program, at
Campus Santo Augusto. The objective is to
identify to what extent the course was in
line with the wishes of Popular Education
and the demands of Rural Education.
Pronatec Campo and Extension
In order to expand the offer of
professional courses beyond what was
already occurring with the creation of
Federal Institutes, the Federal Government
created, through Law 12.513/2011,
Pronatec - National Program for Access to
Technical Education and Employment. In
that law, it is written that the program aims
to increase opportunities for technical
training and to help improve public
secondary education, by linking it with
vocational education. The program also
plans to contribute to improvements in the
physical network of vocational education.
As for its implementation, it opens up
space for the participation of the Union,
the state networks and the Federal District,
the municipalities and the System S, with
the target audience of urban and rural
workers in general, also highlighting the
service to the indigenous, quilombolas and
young people in compliance with socio-
educational measures.
For the participation of Family
Agriculture workers, the program was
articulated along with the Ministry of
Agrarian Development and Safra Plan,
starting in 2013. Based on this initiative of
the federal government, a discussion was
established around the characteristics of
the program and Pronatec Campo's
objectives, aiming to contemplate the
experiences of Rural Education in the
training courses to be offered. During the
National Seminar of the National Forum of
Rural Education, held in Brasilia, in 2012
(Fonec, 2012), many criticisms were made
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
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to Pronatec Campo. Among them, the
following deserve to be highlighted: being
implemented without deepening
discussions with social movements in the
countryside; not developing technical
education in an integrated way with basic
schooling; and the program's aims are very
much more focused on agribusiness
interests.
Pronatec Campo started, therefore,
under many doubts and concerns of social
movements in the countryside, in addition
to those already addressed to Pronatec as a
whole. There were severe criticisms about
the participation of System S in the
formulation of Pronatec Campo, in this
case through the National Rural Learning
System (Senar). The course offering
through System S has become the most
important in urban vocational courses. It is
important to note that social movements in
the countryside did not reject the program
as a whole because they understood that:
The courses are not an evil in
themselves, nor can the program be
rejected en bloc. We understand that
especially the gaps in the insertion of
federal institutes in training
challenges for rural workers can be
enhanced in the direction of another
paradigm of agriculture. (Fonec,
2012, p. 20).
Rural workers joined the program
making some demands. One of them was,
exactly, that the courses were executed by
the public educational institutions,
rejecting the System S. The expectation of
the movement was to find in the public
network a more democratic environment
for the elaboration of the course projects,
so that they could better meet the demands
of rural education, based on the perspective
of transforming education and respect for
rural ways of life. One of the aspects quite
emphasized by social movements, in
relation to Pronatec Campo, was the need
to open up to the experiences of Pedagogy
of Alternation, which has a lot of
credibility among family farmers due to its
trajectory of several decades in Brazil, in
Rural Family Houses and in Agricultural
Family Schools (Zonta, Trevisan &
Hillesheim, 2010).
Due to the direct involvement of one
of the authors in the program, it was found
that there was a commitment by IF
Farroupilha - Campus Santo Augusto to
meet some rural demands, but also to
comply with government policy
determinations to accelerate the execution
of the program as many courses as possible
within the given time. As it is a
government policy, the program was
determined with a set of procedures and
deadlines considered essential, generating
disagreements between these impositions
and the needs of rural workers. At IF
Farroupilha - Campus Santo Augusto, a
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
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process that we follow closely and which is
the object of this analysis, the Extension
sector, as a whole, was absorbed by the
demands of Pronatec. There was no time
for more detailed planning of the courses
and, very clearly, what prevailed was the
lightened execution to apply the available
resources, within the time established by
the bureaucratic processes determined by
the government policy.
Especially in the years 2013 and
2014, Extension and Pronatec became
almost synonymous, although other
projects were developed in that period. The
urgency significantly influenced the
quality of the courses, as it reduced the
planning time and, above all, made more
effective assessment processes unfeasible.
Regarding extension activities, if, on the
one hand, it worked as a mechanism of
approximation with workers'
representations, on the other, it restricted
the development of long-term projects, as
the priority was the execution of the
program.
Extension, which according to Freire
(2008) is already a non-dialogical form and
does not even allow rural workers to be
protagonists in their training, as it refers to
the transfer of something from outside and
not collectively built, has become a simple
transmission belt, failing to deepen
dialogues with the communities involved,
nor did it stimulate the inseparability with
teaching and research. From the
perspective of Popular Education and
Rural Education, this would be the
fundamental relationship, because we
agree and
We are convinced that any popular
education effort, whether or not
associated with professional training,
whether in the agricultural field or in
the urban industrial sector, must
have, for the reasons analyzed so far,
a fundamental objective: through the
problematization of the world-man or
in their relations with the world and
with men, enable them to deepen
their awareness of the reality in
which and with which they are.
(Freire, 2008, p. 21).
If understood as a possible space for
dialogue and knowledge sharing, even
though in its origin and practical tradition
it is antidialogical, we believe that
Extension can be a democratizing space for
formal education. The role of Extension, in
the fulfillment of the inseparability with
research and teaching (Constituição
Federal, 1988) can be that of articulation
between research projects, workers'
demands and course projects. For this, the
knowledge that the institution produces
with research, and the didactic
organization of the knowledge already
accumulated must, alongside the workers'
practical knowledge, become a link
between practical knowledge and not
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hierarchization or even exclusion of
knowledge.
Federal institutes have in their origin
the purpose of articulating technological
knowledge to the reality of the world of
work and of productive and social
arrangements. Accordingly, the IF
Farroupilha Institutional Development
Plan (Plano de Desenvolvimento
Institucional - PDI) contains the following:
In the teaching, research and
extension relationship, the concept of
class is extended beyond formal time
in the institution, to all time and
space, inside or outside the
institution. Research and extension
are educational principles in courses
at all levels and modalities and must
be constituted in specific and
systematic work in response to the
needs that emerge in the articulation
between the curriculum and the
wishes of the community. (Plano de
Desenvolvimento Institucional – IF
Farroupilha, 2014-2018, p. 53).
Therefore, we can affirm that the
institution has, and had since its creation,
even by legal determination, the objective
of articulating research, extension and
teaching. It recognizes its importance in
the development of educational processes.
However, depending on the character and
the circumstances in which the courses are
developed, the processes and results may
be different.
We have found, in our experience,
that the introduction of Pronatec and
Pronatec Campo contributed little to the
advancement of dialogue and cooperation
between knowledge. More strongly,
perhaps, it reinforced the idea of Extension
as the transmission of the knowledge that
those who possess it deliver to those who
do not yet have it. With that, the Extension,
although with some intervention effort
regarding the themes and pedagogical
practices, was characterized as an action of
bureaucratic order in the implementation of
the program and in the execution of the
courses. What we can highlight of
importance were the meetings held for the
knowledge, even if limited, of the realities
of each locality. These meetings were
organized by the Directorate of the
Department of Research and Extension of
Campus Santo Augusto, Extension
Coordination and Coordination of
Pronatec, with the directors of the
participating workers' entities. The unions
affiliated to the Federation of Workers in
Family Agriculture in Rio Grande do Sul
(Fetraf-RS), the Federation of Workers in
Agriculture in Rio Grande do Sul (Fetag -
RS) and the Casa Familiar Rural de
Catuípe, RS (Rural Family House of
Catuípe, RS) took part. All belonging to
the region covered by IF Farroupilha -
Campus Santo Augusto. In these meetings,
dialogue prevailed as a way of assessing
the needs of each of the interested
locations.
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
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Thanks to these understandings,
despite their not being part of the didactic
organization of the Pedagogical Project, it
was possible to understand and meet
peculiarities that were challenges in the
development of the course, in different
classes, taking into account the
specificities of each one of them. This
allowed us, for example, to develop
courses in modules, without changing the
cycles of classes at the Casa Familiar Rural
de Catuípe, whose teaching organization is
structured through Pedagogy of
Alternation.
Experience has shown how important
it is for the institution, as the executor of a
government policy, to mobilize efforts to
make possible adjustments. There were
occasional changes, sometimes of
organization, sometimes of didactic and
pedagogical character, within the macro
structure of the program. Perhaps the only
possible ones, within a lightened
professional education program, very
focused on quantitative aspects. It is in this
sense that we refer to the tension between
Popular Education and education carried
out by the government, which already
exists in the basic schooling structure, but
which at Pronatec Campo presented
specific challenges. Provoked about the
dichotomy between Popular Education
itself, practiced in popular movements, and
the public school, referring to educators,
Freire replied: “It is up to them and finally,
to do what they can today to make it
happen, tomorrow, what is impossible
today". (Freire, 2014, p. 117-118). In the
same text, the author draws attention to the
historicity of educational acts.
The relationship between Pronatec
Campo, Extension and Rural Workers
at Campus Santo Augusto
Specifically at IF Farroupilha -
Campus Santo Augusto, the extension
activities did not have a consolidated
profile, since the experiences of local and
regional dialogue were incipient, although
two important activities with regional
nature had already been carried out: an
initial and continuing training course for
workers (FIC) (Decree nº 5840/2006-
Resolution nº 48/2008), many of them
linked to rural work, and a Specialization
course in Youth and Adult Education, with
an emphasis on Rural Education.
With regard to the activities carried
out in the 2013-2014 biennium, through
Pronatec Campo, the focus of the research
that originated this article, in 2013, nine
classes of the Family Farmer Course were
offered, distributed in several
municipalities in the Region called
Colonial Northwest. In the following year,
three more courses were carried out for
rural workers, one group from the Family
Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
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Farmer course, one from the Dairy
Farming course and the other from the
Producer of Fruits, Vegetables and
Aromatic Plants Processed by Drying and
Dehydration.
The staff of professors in the
Pronatec and Pronatec Campo courses was
constituted, as required by law, from
internal and external public notices. This
enabled the participation of IF Farroupilha
- Campus Santo Augusto servers and
professionals linked to other institutions.
How important is this uniqueness? In
general, education policies are geared
towards an abstract collective.
Our tradition is inspired by a
generalist vision of rights,
citizenship, education, equality that
ignores differences in territory (field,
for example), ethnicity, race, gender,
class. Throughout our history, this
was the supposed inspiration of the
Education LDBs, of the normative
framework of the various councils,
the formulators and implementers of
management policies, curriculum,
training, the book and didactic
material, the organization of school
times and of the configuration of the
school system. (Arroyo, 2007, p.
160).
Starting from the assumption that our
thinking and practice assume that policies
must be universal or generalist, valid for
all, without distinction, it can be said that
the form of selection amplified the
difficulties so that the profile of the courses
would meet the demands of social
movements in the countryside, who
demand training based on theoretical and
practical references in rural education.
Rural Education incorporates the
knowledge constructed in the organization
of rural workers and is confused with the
struggle for the right to education for rural
workers (Caldart, 2012a). For this reason,
it has a critical profile and is committed to
social changes. “It is an education project
that reaffirms, as a great purpose of
educational action, helping in the fullest
development of the human being, in his
humanization and critical insertion in the
dynamics of the society of which he is a
part ...”. (Caldart, 2011, p. 154).
Two issues deserve to be considered
as an obstacle in the construction of a
course with a critical profile and geared to
the demands of social movements in the
countryside: the first is that many effective
teachers at IF Farroupilha - Campus Santo
Augusto did not know enough about Rural
Education and its objectives, as there were
and are different views of education among
them; the second is that it was not possible,
due to the nature of the selection processes,
already mentioned, to have a permanent
staff of teachers, whose practices could be
rethought and improved based on dialogue
and experience. This caused a change of
focus in the subjects of the courses,
especially with regard to the basic training
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intended in the objectives and course
descriptions
i
. We believe that this issue is
common to the educational processes
conducted by public institutions, whose
plurality of ideas and interpretations is
very large. However, it is necessary to
consider that the right to education is a
clear objective of the movements carried
out by rural workers and in university
segments (Munarim et al., 2009), a fact
that contributes positively to the effort of
all participants in the attempt to give
quality to courses.
In addition to this lack of continuity
of the teaching staff in the different
classes, with regard to courses aimed at
Family Farming workers, we emphasize a
second issue that contributes to this
analysis: when researching the reports of
the extension activities carried out in the
period, we verify that the projects were not
intended to interact with the local and
regional reality of rural workers. In 2013,
the projects developed were not aimed at
the specific objective of working with rural
workers, or, more specifically, Family
Farming, which is a reality in the region. In
the following year, only one project had as
its theme the local productive
arrangements involving directly the rural
workers.
The information related to the
extension activities shows us the lack of
continuity in the relations established in
the first years of implementation of
Campus Santo Augusto, described initially,
and the lack of harmony between Pronatec
Campo and the other activities. There was
no articulation to establish a dialogue that
would be able to deal more deeply with the
problems related to Family Farming in the
region. Even some actions that could
indirectly interest family farmers, such as
courses to improve agro-industrial
processes, were not offered to rural
workers on their properties, being
restricted to already structured
establishments, such as the Santo Augusto
agro-industries, contemplated in an
extension project.
We can say that, therefore, there is a
need for a closer relationship between
extension actions and the organization of
training courses for family farmers. In this
sense, the fast way of organizing and
executing Pronatec Campo courses,
together with the lack of continuity in
relationships between the extension sector
of IF Farroupilha - Campus Santo Augusto
and local and regional communities, made
it difficult to meet important demands from
social movements in the countryside and in
the institution itself, which has the
inseparability of teaching, research and
extension as one of its objectives. “These
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movements target public policies”.
(Munarim et.al., 2009, p. 57).
The Family Farmer Course, Popular
Education and Rural Education
In order to point out possible
commitments of the course with the
pedagogical references of Popular
Education and Rural Education, analyzing
a pedagogical project requires, first of all,
to recognize them as a theoretical and
practical field that lead to educational
experiences different from education
conceived mainly in contemporary times.
According to Mejía (2003, p. 83), “One of
the most interesting phenomena generated
by popular education is the way in which it
frees up the pedagogical fact by taking it
out of the school sphere and placing it in
the different socialization processes”. For
Brandão (2012), popular education has
occurred in different situations,
A first experience of education with
the popular classes, which was
posteriorly named basic education (in
the MEB, for example), of liberating
education, or later of popular
education, appeared in Brazil in the
early 1960s. (Brandão, 2012, p. 90).
The conceptions of Popular
Education have taken different forms
throughout Brazilian history. For the
analysis carried out here, we consider that
Popular Education is "... an educational
practice that proposes to be differentiated,
that is, committed to the interests and the
emancipation of the subordinate classes".
(Paludo, 2001, p. 82). We understand that
Family Agriculture workers and rural
workers, in general, occupy this
subordinate space in the face of
Agribusiness' political hegemony.
Although we agree with the fact that
education occurs in different social spaces,
that is, in addition to formal schooling,
whenever it is mentioned without
adjectives it leads us to think about
structured education with social purposes,
especially schooling. Consequently, it
refers to the adequacy of new members of
a society to their hegemonic values. When
education is accompanied by the adjective
“popular” or “from the countryside”, it is
linked to the path that the demands for
education of the people have taken over the
most recent history, in a very special way,
within social movements and, in certain
circumstances, in official programs and
school spaces organized in a specific way
for the education of lower-classes people.
For Brandão (2002), lower-classes
people are the indigenous, the peasants and
the workers, who throughout history have
had only a minimum of schooling so that
they would remain at the disposal of the
exploratory system to which they were
submitted. Although in the second half of
the last century the experiences of Popular
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Education had strong cooperation from
Federal Universities and campaigns, whose
participation by the State was important,
... what historically made possible the
emergence of popular education was
the conjunction between periods of
populist governments, the accelerated
production of a student, university,
religious and partisanly active
intellectuality, and the conquest of
spaces for new forms of organization
of the popular classes. (Brandão,
2012, p. 91).
In this sense, there is an educational
process in addition to the knowledge
systematized historically and inherited by
the new generations, since the very space
in which social practices occur is an
instrument of non-formal education.
Its objectives are not given a priori,
they are built in the interactive
process, generating an educational
process. A way of educating is built
as a result of the process focused on
the interests and needs of those who
participate. (Gohn, 2010, p. 19).
Rural Education has been
constituted, despite its specificities, from
practices similar to Popular Education in
general. It has been built on social
movements in the countryside, whose
struggle for the right to land and the
preservation of ways of life in the
countryside, alongside the search for
access to systematized knowledge has been
weaving a pedagogy of the movement
(Caldart, 2012b).
When trying to identify similarities
between the Family Farmer course, Rural
Education and Popular Education, we do
not intend to enter into the discussion
about its full possibility in public spaces.
On the other hand, as we mentioned
earlier, Popular Education has counted and
still counts on the participation of the
public system. If it is undeniable that there
is a lack of public investments and,
consequently, the existence of a significant
portion of the population without access to
quality schooling, there are actions that
provide important experiences. This
approach can be educational and
transformative for different subjects, such
as university students and teachers who
work in programs involving universities,
governments and social movements
(Souza, 2012).
The peculiar environment of popular
learning created the conditions for the
development of alternative teaching and
learning methodologies, whose
characteristics are more appropriate to the
reality of the lower-classes people.
According to Brandão (2012), the
incorporation of the lower-classes people
into official education systems does not
overcome social inequalities and the
hierarchy of knowledge. In this sense, the
author reinforces the idea that there is a
tense relationship between popular
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knowledge and erudite knowledge. It is in
this perspective that we understand the
limits of the attempts to approach a course
offered by a public institution and Popular
Education. But, on the other hand, it can
also be an opportunity for a dialogue
between knowledge and educational
experiences.
Rural Education results from a
trajectory that, to a large extent, is
confused with the very history of Popular
Education as a whole, especially due to the
educational processes that take place
among the participants of the movement,
the relations they establish with the
hegemonic and social forces with the State
(Gohn, 2012). A pedagogy of Rural
Education has been constituted throughout
the history of the organization of rural
workers, including in the struggle for the
right to schooling. As Caldart (2011, p.
149) explains:
One of the fundamental traits that has
been drawing the identity of this
movement for rural education is the
struggle of the rural people for public
policies that guarantee their right to
an education that is in and from the
countryside.
There are efforts to build an
increasingly authentic identity between
Rural Education, rural subjects and their
historical interests. For the author
Rural education is identified by its
subjects: it is necessary to
understand that behind the
geographical indication and the
coldness of statistical data is part of
the Brazilian people who live in
this place and from the specific
social relationships that make up
life in and from the countryside, in
their different identities and in their
common identity; there are people
of different ages, families,
communities, organizations, social
movements ... (Idem, p. 150-151).
In the case of Rural Education, the
struggle for schooling is a fact that is part
of the same struggle as workers for land,
agricultural policy and public school. For
this reason, the tension between the
teaching programs, or more specifically in
the case under study, between the
bureaucratic organization of Pronatec
Campo courses and Rural Education,
enters pedagogical aspects in itself. Certain
expressions objectively demarcate the
positioning of this pedagogy. “It is an
education of and not for rural subjects. It
was done through public policies, but built
with the right-holders who demand it”.
(Caldart, 2011, p. 151).
In the analysis of the Pedagogical
Project of the Course, we observed that the
general objective of the course is to meet
the demands listed in an opportunity map
generated after IF Farroupilha held a
conversation with several regional entities.
This indicates that, at least with regard to
the offer of courses, the program was
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presented with a willingness to listen and
meet local and regional needs. In this
sense, in the case of rural workers, the
position of the offering institution - IF
Farroupilha - was consistent with one of
the demands of rural social movements,
which is the establishment of dialogue.
Regarding the set of specific
objectives contained in the pedagogical
project, we can divide them into two axes:
the first refers to the technical training
itself, highlighting, even, the desire for
quick training; and the second is related to
the concern to provide general training,
including reference to “... values necessary
for the professional-citizen, such as the
mastery of language, logical reasoning,
interpersonal relationships, responsibility,
solidarity and ethics, among others”.
(Projeto Político Pedagógico, 2013). In
both cases, the desire to raise any question
about the historical conditions in which we
live is not objectively manifested. In other
words, there are no Popular Education
components expressed in the objectives,
because, if so, among them would be an
understanding of the historical process that
involves rural workers and, specifically,
family farmers.
In the space reserved for the
description of the graduate's profile, the
emphasis on “technical and technological
competence” stands out, that is, an
emphasis on the need for the professional
to be qualified for the development of
Family Farming activities, which seems
obvious because it is the specific purpose
of the course. It also refers to the
commitment to sustainable agriculture.
Would it be a defense of agroecology and a
departure from the logic of agribusiness? If
we consider that, further on, in the
description of the graduate's profile, there
is a concern with humanistic training, of
general culture integrated with technical
training, within an ethics of sustainability,
we can conclude that it is. However, there
is no clearer position regarding the
character of the agricultural practices
advocated by the course, which could
signal the commitment to the resistance of
rural workers in relation to the logic of
agribusiness. This reveals the generalist
aspect of training, and that possibly these
ideas are common in other courses, and
therefore do not represent more specific
commitments to the struggles of the
participating workers.
At the end of the section referring to
the graduate's profile, it is written:
In particular, the Initial and
Continuing Training (FIC) Family
Farmer course seeks to train
producers for understanding the
complexity and dynamics of the rural
world and the production practices
adopted by producers, and it also
intends to contribute to the training
of agents to transform the local
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reality. (Projeto Político Pedagógico,
2013).
The final message of the text
regarding the graduate's profile takes up a
specific objective, of which we highlight
the concern with the transformation of the
local reality. The expression
"transformative education" has become
commonplace in school documents, as well
as the word "transformation", often "...
exhausted ... from its dimension of action".
(Freire, 2005, p. 90). It is difficult,
therefore, to know if there is an effective
relationship between these expressions and
the theoretical references of Popular
Education and Rural Education, in favor of
changes in the concrete reality, as certain
concepts have been appropriated by
different educational programs and
pedagogical projects.
With regard to curricular
organization, there are two sets of subjects,
one referring to technical training and the
other to basic training. In the disciplines of
technical training, several aspects are
contemplated that aim at improving the
production and organization of family
property. In this set, it is not possible to
perceive any similarity with the
commitments of Rural Education and
Popular Education, as these are technical
aspects. However, in the disciplines that
we call basic training, there is a sort of
content that allows advancing in the
understanding of the world, by improving
the different codes and languages, while
dealing with themes that broaden the
understanding of social reality, as well as
pointing to the necessary transformations
of that reality. In this sense, it is possible to
observe important approximations with the
theoretical references of Rural Education
and Popular Education.
In what was identified as the basic
training referred to above and described,
we highlight a particular discipline, called
Integration and Professional Guidance. It
was created to be a kind of opening of the
training proposed in all Pronatec and
Pronatec Campo courses, at IF Farroupilha
- Campus Santo Augusto. The points listed
in the course description of this discipline
exemplify the effort made to broaden the
horizons of training. To facilitate the
understanding of the proposed analysis, we
literally transcribe the topics on the course
description:
Knowledge about Pronatec and IF
Farroupilha. Individual and society,
law and citizenship. Changes in the
world of work. The relationship
between capital and labor. Forms of
organization of workers.
Communication at work.
Professional profile, resumé and
interview. Labor legislation. (Projeto
Político Pedagógico, 2013).
Exactly half of the topics on the
course description correspond to content
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that opens space for reflection, to realize
the situation experienced (Freire, 2005).
Confronting individual and collective
projects, it was possible to begin a
reflective exercise of our condition as an
individual and the implications of our
social being. The perception of the other
and the possibility of collective fulfillment
in the world of work triggered significant
reflections among farmers, especially
about the individualistic and competitive
way that has been taking over life in the
countryside.
As a result, reflections on lost
traditions have become frequent, including
cooperation, joint efforts, loans and shared
services. Many of these farmers speak of
these practices as stories told by their
parents. At the same time, there is
disenchantment with many of the
cooperative experiences, for example.
During the discussions, expressions of
disappointment with the forms of rural
representation and organization were
common. However, when discussing
technological changes and the ways in
which they reached Family Farming,
manifestations arose about the need for
some form of collective organization to
face costs and competition. These
moments can be recognized as those when
"... by deepening the awareness of the
situation, men “appropriate” it as a
historical reality, for this very reason,
capable of being transformed by them”.
(Freire, 2005, p. 85).
The themes of work and the
organization of rural workers made it
possible to reflect on the relationship
between capital and labor. Although family
farmers are not subordinated to capital as
employees - as they still use family labor
and are owners of land and work
equipment (means of production) - they are
increasingly conditioned by the financial
and market systems, controlled by capital.
We have heard repeatedly about ways of
imposing rules and overlapping business
interests over family farmers. We know
that this perverse relationship established
with family farmers is part of the
commodification of primary production
and the annihilation of ways of life in the
countryside. “The concentration of land
and, therefore, the centralization of
capitalist wealth has been expropriating a
huge contingent of rural workers who, in
large part, become wage earners in farms
or outside it, this considering those who
have the opportunity”. (Fiod, 2009, p. 48).
Many farmers expressed the hope that the
qualification of their activities can
guarantee continuity in the field. However,
there are a large number of examples of
giving up and losing small property, a
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reality that they themselves see in their
localities.
From what is contemplated in the
Pedagogical Project of the Course, in
general, we could conclude that the course
has no relation with the Popular Education
and Rural Education projects. However, a
closer look at the topics covered in the
basic training module, more specifically in
the Integration and Professional
Orientation discipline, makes it possible to
state that there was at least an intention to
insert important aspects of those education
projects. The evaluation of the experience
we had in 2013 allows us to affirm that
there were privileged spaces for analysis
and reflection on the conditions of Family
Farming, its strategic character in food
production and its distinctive Agribusiness
project.
Regarding the evaluation, the
Pedagogical Project provides a variety of
instruments that each teacher can use to
ascertain the results on the objectives of
their discipline. It was not possible to
analyze these evaluations, because, by
organizing the Pronatec and Pronatec
Campo courses, only one general
evaluation was filed. From it, it is not
possible to infer about the character of the
approach of the disciplines as a whole,
since the aspects on which the participants
were provoked to manifest themselves are
generic and focused on the organization
and functioning of the course, giving rise,
as we have already mentioned, to the
purpose of compiling bureaucratic
information. But the evaluation by
discipline, according to the structure of the
Pedagogical Project, was diagnostic,
formative and summative, made
operational by different instruments such
as: seminars, written and oral tests,
demonstration of techniques in
laboratories, reviews etc.
In the form provided for the
evaluations, three fields appear with some
items to be answered. We did not analyze
the responses indicated in relation to them,
because we understand that they
themselves reveal the bureaucratic
character of this type of evaluation. These
items refer to the form of organization of
the course; the work performed by
teachers; the performance of the Pronatec
team; and conclude with a self-assessment
space for participants. There are no
questions that can generate new inferences
about the questions that we tried to answer
in the survey.
Conclusion
What can we offer as a conclusion?
We started from the hypothesis of the need
for a dialogue between the extension of the
Federal Institute - Campus Santo Augusto
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and family farmers, so that Pronatec
Campo's Family Farmer courses were
developed in a manner consistent with the
objectives of Popular Education and Rural
Education. The analysis we carried out
involved a brief characterization of Popular
Education and Rural Education, which
made it possible to clearly read the
Extension reports for the years 2013 and
2014 and the Pedagogical Project of
Family Farmer Course carried out in the
same period, as we proposed for the
research.
We noticed a gap between the
extension projects carried out by IF
Farroupilha - Campus Santo Augusto and
Family Farmer courses, by Pronatec
Campo. We point this aspect as an obstacle
to the deepening of the dialogue and the
constitution of a pedagogical project more
identified with the historical needs of the
rural workers. However, when we revisit
our path, mainly because one of the
authors of this article participated, in
different periods, in the Extension
Coordination and the Pronatec Campo
Coordination, we discern important actions
regarding collective participation,
especially in setting the courses, with the
effective participation of entities
representing rural workers in the
municipalities involved.
We believe that the Pedagogical
Project of Family Farmer Course has
limitations, many of them related to the
requirements of the program. Nevertheless,
it has in its constitution the opening for a
training that goes beyond the merely
technical qualification. The basic training
modules represent an effort to develop
spaces for improving languages and
interpreting the historical circumstances
we are experiencing. In this sense, the
Integration and Professional Guidance
discipline was - keeping the differences in
focus by the different teachers involved - a
space for dialogue.
We understand that the evaluation
process could not be sufficiently analyzed,
because what we found on the file were
only general evaluations, centered on
methodological and organizational aspects.
For this reason, we made a brief reference
to the evaluation instrument applied at the
end of the course and to the evaluation
forms and instruments indicated for the
subjects during the process. We know that
a significant number of participants had
been called upon to speak about the
meanings of the training developed. As we
chose to analyze the classes in general, we
did not mention aspects of these specific
evaluations.
Due to the aforementioned
limitations, the Family Farmer course
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carried out by Pronatec Campo did not
present links consistent with the great
demands of Popular Education and Rural
Education. In the same way, the extension
activities fell short of what we could
identify as a “communication”, in the
Freirean sense, between the institution and
the family farmers. However, even if in a
shy way, the Pedagogical Project of the
Course, by reserving a space for basic
training, made possible some pedagogical
practices that signaled progress. There was
dialogue between the participants, at least
in specific moments, involving the
workers' representations, which we
highlight as an important aspect to be
considered.
The research identified several
obstacles in the development of the
analyzed course, which refers to the
necessary continuity of studies on the
complex relationship between the demands
of Popular and Rural Education and the
limits of government policies. But, as we
learned from Freire (2014), if on the one
hand progressive education cannot alone
make social changes, on the other hand, we
cannot wait and expect to make changes
only in a transformed society. Thus, we
seek to understand the process of execution
of the Family Farmer course, within the
limits of the program and limited to the
historical conditions of the moment. The
same history that limits is the one that
opens up other possibilities.
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Lottermann, O., & Frantz, W. (2020). Family Farmer Course: Possible approximations with Popular and Rural Education...
Tocantinópolis/Brazil
v. 5
e7368
10.20873/uft.rbec.e7368
2020
ISSN: 2525-4863
23
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i
Different interpretations and approaches occur in
the courses, because even the professors of the
permanent staff, in technical and higher education
courses offered by the Federal Institutes, as it could
not be otherwise, have different perspectives due to
the plurality of ideas that enrich the educational
processes.
Article Information
Received on August 05th, 2019
Accepted on January 20th, 2020
Published on April, 8th, 2020
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Orcid
Osmar Lottermann
http://orcid.org/0000-0002-5451-5312
Walter Frantz
http://orcid.org/0000-0002-4528-7389
How to cite this article
APA
Lottermann, O., & Frantz, W. (2020). Family Farmer
Course: Possible approximations with Popular and Rural
Education. Rev. Bras. Educ. Camp., 5, e7368.
http://dx.doi.org/10.20873/uft.rbec.e7368
ABNT
LOTTERMANN, O.; FRANTZ, W. Family Farmer Course:
Possible approximations with Popular and Rural
Education. Rev. Bras. Educ. Camp., Tocantinópolis, v. 5,
e7368, 2020. http://dx.doi.org/10.20873/uft.rbec.e7368