Learning to do and doing to learn: the school-farm model implemented in the federal network of professional agricultural education (1967 to 1986)
This article presents historical understandings regarding the school-farm model implemented in the federal professional agricultural education network (1967-1986). The historiographical research focused on identifying, collecting, and transforming into sources legislative documents, manuals, curricu...
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| Principais autores: | , |
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| Formato: | Online |
| Idioma: | por eng |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/32752 |
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| Resumo: | This article presents historical understandings regarding the school-farm model implemented in the federal professional agricultural education network (1967-1986). The historiographical research focused on identifying, collecting, and transforming into sources legislative documents, manuals, curricular guidelines, didactic material, among others, produced by the Ministry of Education and agricultural schools. It chooses documentary research as a parameter, and marks intersections between the theory of human capital and the educational model. It also analyses the curricular and organizational assumptions, as well as the functioning of agricultural schools, according to the school-farm model. It is understood that the results indicate that the guidelines for professional agricultural education, implemented through the school-farm model for the training of agricultural technicians, issued by the National Coordination of Agricultural Education, were based on the teaching/working/producing triad, and aimed to train technicians capable of contributing to the modernization of the agricultural sector and the rural environment. |
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