A inserção socioprofissional de egressos do curso Técnico em Agropecuária, da Escola Família Agrícola Tabocal — São Francisco/MG

Abstract

Considering the diversity that the category represents, the Youths of the Countryside are the subject of debates regarding the conceptions built on the category, the training processes, the socio-professional insertion and the act of migration from the countryside to the city. This study focuses on these youths by inquiring whether the technical training in agriculture offered by the Escola Família Agrícola (EFA) Tabocal, in São Francisco, Minas Gerais, to those who graduated from the first class in 2005, and the class graduated in 2019, facilitated their socio professional insertion. This training aims to contribute to the improvement of young people's living conditions, providing opportunities for income generation and social development in the countryside, whether they stay in their community after completing high school or not. In the social area, it is expected that this graduate will act democratically in the defense of material and symbolic living conditions for everyone, especially those who live from work in the countryside or outside, engaging in collective struggles for the defense of rights such as social and trade union movements. This research aimed to investigate the training potential of the Technical Course in Agriculture for the social and professional life of young people from the countryside in the current context of restructuring the work world. A quantitative-qualitative approach study was developed (GAMBOA, 2009) through Historical-dialectical Materialism and the literature review was based on authors such as Apple (1982; 2001); Moreira (2000); Gramsci (2001); Caldart (2004; 2012); Carneiro (2005); Gimonet (2007); Saviani (2007); Freitas (2011); Nosella (2014) and Leão and Antunes-Rocha (2015). The documentary research discussed the Political-Pedagogical Projects (PPP) of Escola Tabocal’s course from the years 2005 and 2019, to understand its theoretical-pedagogical foundations, its curricular organization as well as the relationships drawn with the Education of the Field, the Pedagogy of Alternation and the current demands of the work world. The empirical study dialogued with the graduates through online questionnaires about their insertion in social and union movements and in the work world after completing the course. With the results of this research, it can be said that the training offered by EFA Tabocal, based on the Technical Course in Agriculture and Pedagogy of Alternation, enables the insertion of graduates in the work world, in higher education, in community associations and in social and union movements. However, there are weaknesses in their Political-Pedagogical Projects (PPP) that prevent more effective dialogues with Rural Education, the Pedagogy of Alternation and the work world, especially in the countryside, considering that currently most graduates live and work in the commerce field, in the city.