Dialogue, Problematization, Political Commitment and Community Participation as the Main Elements of Integrated Pedagogical Actions of Rural Family Houses


The intent of this paper is discuss the integrated teaching experience in a rural family house maintained by an organization of rural workers in the Brazilian Amazonia, Province of Gurupá, state of Pará, Which promotes the Integrated Technical Education into basic education focused on high school. This essay is based on the Gramscian Concept of Integrated School. The research sought to identify the knowledge integration strategies used by the school. It has become prominence as a positive educational experience, even with poor infrastructure. Through a study of case it was found teaching strategies based on dialogue, the questioning of knowledge and work situations. The political commitment of students and teachers to the school's pedagogical project with effective daily and community participation in school life constitute the main elements of integrated pedagogical action of that school.

Author Information
Ronaldo Marcos de Lima Araujo, Universidade Federal do Pará, Brazil

Paper Information
Conference: ECE2015
Stream: Education: social and political movements

This paper is part of the ECE2015 Conference Proceedings (View)
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Posted by James Alexander Gordon