Identity Productions of Rural Youth in the Experiences of Family Agricultural Schools: Tracing Knowledge and Poetics Across Southern and Northern Espírito Santo
Nombre: RAIZA DA SILVA BIANCHI
Fecha de publicación: 12/09/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| CHARLES MORETO | Examinador Externo |
| DEBORA MONTEIRO DO AMARAL | Examinador Interno |
| JANINHA GERKE | Presidente |
| PAOLO NOSELLA | Examinador Externo |
| REGINA CELI FRECHIANI BITTE | Examinador Interno |
Resumen: This dissertation aimed, drawing on the experiences and trajectories of rural youth, to understand and/or recognize the identity development of these students, constructed through their education at the Agricultural Family Schools (EFAs) in Jaguaré and Belo Monte, in Mimoso do Sul, both in the state of Espírito Santo. Considering the organic nature of the temporalities and spatialities of school, community/work, and territory—and traversing the historicity of Popular Education,(Brandão, 1981, 2017; Freire, 1967, 1996, 2005), Rural Education (Molina, 2012; Caldart, 2012; Arroyo, 1999, 2007, 2012), and the Pedagogy of
Alternation (Nosella, 1988, 2013, 2017; Gerke, 2011, 2019, 2022; Granereau, 2020),—the work sought, in the narratives arising from their formative, life, and work experiences, the knowledge and poetics of identity. The methodology used was narratives of life situations and life stories, inviting students to engage in dialogue through the creation of Freirean pedagogical letters addressing the peasant identity and/or identities of young people who develop within the relationship between school, community-work, territory, and affections. The dissertation finds that Rural Education has become a fertile ground for counter-hegemonic pedagogies. The results highlight the recognition and appreciation of educational practices and their pedagogical distinctiveness, which are present in the daily lives and knowledge of students, revealing effective alignment of belonging and active participation in the school context. However, some gaps emerge in the research, such as the weaknesses in the work category and in the knowledge and history that precede EFA.
