Do campo para o mundo : as aprendizagens dos jovens de áreas rurais da UFRPE a partir do Programa Ciências sem Fronteiras

Abstract

This work presents an analysis of the trajectory of rural youths who studied at the Federal Rural University of Pernambuco and who participated in the Sciences Without Borders program, public policy that enabled these students to have an academic experience abroad. Since the program of expansion and internalization of the public universities, these young people from rural contexts have come to have more access to higher education and other public policies of permanence in this modality of education. After the policies that allowed access, came the policies to qualify teaching and, among them, Sciences without Borders, based on the idea of internationalization of Brazilian education. The formation of knowledge is a continuous field and, at a given moment, returns benefits and within this idea seek local development actions in favor of the community from which these young people are born. In this context, UFRPE emerges as a space for aggregating knowledge and opportunity for quality education and during its full term between 2011 and 2015 has led students to all continents of the planet in the most diverse academic, personal and cultural experiences. In order to understand this social phenomenon, a data apprehension methodology was elaborated based on documental analysis and semi-structured interviews. As a methodology for examining the collected data, Discourse Analysis was used, based on studies by Michel Peucheux (1997), Eni Orlandi (2009) and Michel Foucault (2005). The theoretical field integrates the studies on rural youth, in the light of the researches developed by Elisa Guaraná Castro (2005), Maria José Carneiro (2007) and Pierre Bourdiueu (1995), relating these theories to the studies on public policies in education developed by Stephen Ball (2002) and Local Development by Paulo de Jesus (2003), Franco (1998) for analysing collective activities and influence in rural communities. We sought to connect the conceptual field to the universe in which the students are inserted, showing their roots, what they study both in Brazil and abroad and how all this influences their academic formation. Thus, the study sought to understand the learning that was decisive for these rural young people who had the courage to face an experience away from home. Among the findings, academic gains were realized through training in two higher education institutions, personal gains and the first steps of Local Development actions.