DIALOGISM IN THE EDUCATIONAL PRACTICES OF THE ALTERNATIVE TECHNOLOGY SERVICE (SERTA) IN PERNAMBUCO

REFLECTIONS ON LIFE PROJECTS OF CAMPESINA YOUTH

Authors

DOI:

https://doi.org/10.33148/CES(2157)

Abstract

In this work, we sought to analyze a social voice game in the experiences and educational practices of the Alternative Technology Service (SERTA), observing how the interactions and dialogism resulting from them can contribute to the construction of the students' Life Projects. Our objective was to understand the contributions of the methodological proposal carried out in SERTA, considering the dialogic game present in the subjects' utterances, based on the interactions made possible by the experiences in the formative space. Focusing on the dialogical relationships between activities experienced in SERTA and the construction of Life Projects, we have as a theoretical basis the historical-cultural approach, which considers the social, cultural and historical factors for the construction of these projects. The research was carried out in 3 moments: i) immersive (participant observation); ii) documentary (analysis of documents guiding practices in SERTA); iii) enunciative (online questionnaire). Data were analyzed in the light of Dialogical Discourse Analysis (DDA), based on Bakhtin. The results of this work indicate that the experiences and activities of alternation, proposed by the Educational Program to Support Sustainable Development (PEADS), provide an opportunity to share knowledge, practice knowledge and guide life projects for the territories.

KEYWORDS: Peasant Youths. Life Projects. SERTA.

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Author Biographies

Nicéia Andrade da Silva, Universidade Federal Rural de Pernambuco (UFRPE)

Master in Education, Cultures and Identities from the Federal Rural University of Pernambuco and the Joaquim Nabuco Foundation (UFRPE/FUNDAJ), completion 2020. Specialist in Teaching Programming in Portuguese Expression Literatures (FAINTVISA, 2000); Graduated and Licensed in Literature (UPE, 1990); High School Teacher at the Education Department of the State of Pernambuco; Member of Research Groups: Educational Development of Sustainable Multimedia (DEMULTS - UFRPE/CNPq) and Critical Transculturalism, Cultural Diversity and Education (GTRANSCRI - UFRPE/FUNDAJ): Research Area: Education and Rural Education.

Flávia Mendes de Andrade e Peres, Universidade Federal Rural de Pernambuco (UFRPE)

Degree in Psychology (UFC, 1997) Master's Degree in Cognitive Psychology (UFPE, 2002) Doctorate in Cognitive Psychology (UFPE, 2007) Associate Professor at the Federal Rural University of Pernambuco (UFRPE), in the Psychology Area of ​​the Department of Education. Professor of the Graduate Program Education, Cultures and Identities (UFRPE/FUNDAJ) She has experience in topics related to Information, Communication and Education Technologies, acting mainly in guidance to: processes of production of meanings in computerized environments; learning, identity and digital culture; rural youth and education. She is also a consultant in education and usage methodologies - for C.E.S.A.R (Recife Center for Advanced Studies and Systems), a non-profit organization associated with the UFPE Information Technology Center.

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Published

2023-09-15

How to Cite

Andrade da Silva, N., & Mendes de Andrade e Peres, F. . (2023). DIALOGISM IN THE EDUCATIONAL PRACTICES OF THE ALTERNATIVE TECHNOLOGY SERVICE (SERTA) IN PERNAMBUCO: REFLECTIONS ON LIFE PROJECTS OF CAMPESINA YOUTH. Cadernos De Estudos Sociais, 38(1). https://doi.org/10.33148/CES(2157)

Issue

Vol. 38 No. 1 (2023): 15 anos do EPEPE: Pernambuco e suas pesquisas educacionais

Section

Artigos - Temas livres (CHAMADA REGULAR)

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Copyright (c) 2023 Autor, concedendo à revista o direito de primeira publicação

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