Permanent Faculty Member

Lattes: http://lattes.cnpq.br/3815218617988955

He holds a Bachelor’s and Teaching degree in History from the Universidade Federal Fluminense, completed in 1999, and a Teaching degree in Pedagogy from UERJ / CEDERJ, completed in 2011. He obtained his Specialization in Education: Training of Educators of Young and Adult Workers from UFF in 2001. His Master’s degree in Education, also from Universidade Federal Fluminense, completed in 2003, led to the publication of the book Alfabetização no MST: experiências com jovens e adultos na Baixada Fluminense. He completed his PhD in Education at UNICAMP in 2007, publishing the book O projeto político-pedagógico do movimento dos trabalhadores rurais sem terra: trajetória de educadores e lideranças. He also completed a Post-Doctorate in Education at Universidade Federal Fluminense (UFF). The title of the project was História da Educação do Campo e os Movimentos Sociais no Brasil: as ações do PROCAMPO na formação de educadores. Currently, he is an Associate Professor II at Universidade Federal Rural do Rio de Janeiro (UFRRJ), Institute of Education, Department of Education of the Countryside, Social Movements, and Diversity – DECAMPD. He teaches the following subjects: Education of Young and Adults and Popular Education; Education of the Countryside; Education and Social Movements. He is also a permanent faculty member of the Graduate Program in Agricultural Education – PPGEA and the Graduate Program in Education, Contemporary Contexts, and Popular Demands (PPGEDUC), both at UFRRJ.

CONTACT INFORMATION

E-mail: ramofly@ufrrj.br

RESEARCH LINE

• Line 2: Social Inequalities and Educational Policies.

RESEARCH GROUP

• Study and Research Group in Rural Education, Social Movements, and Pedagogy of Alternation
  Coordination: Ramofly Bicalho dos Santos.

Our intention with this research group is to continue the debate on rural education and the training of educators in its close relationship with social movements and the pedagogy of alternation in Brazil. We understand that the critical production of knowledge in rural schools reinterprets the memories, identities, and life stories of educators and students. It also contributes to breaking the absence of emancipatory projects in rural Brazil. In this project, we will work with the history of social movements in rural Brazil and their struggle for popular education, including the strengthening and retreat phases of social movements in Brazil. We will also explore public policies for rural education and their relationship with peasant peoples, social movements, and rural schools. We will examine the history of the pedagogy of alternation as a project for comprehensive training, self-training, and development of the environment. We will also explore the adaptations of the pedagogy of alternation by social movements in Brazil, amid experiences of struggles for Agrarian Reform.

RESEARCH PROJECTS

• Interfaces between Public Policies for Popular Education and Rural Education in Brazil
  Period: (2021 – Present)

This work continues our reflections on the research conducted in Rural Education and its close ties with the Coordination and Teaching in the Degree Program in Rural Education (2010 – 2021), the Coordination of the Active School Program (2009 – 2012), and the School of the Land Program (2018 – 2021). These experiences, developed at UFRRJ – Universidade Federal Rural do Rio de Janeiro, in dialogue with social movements and other rural organizations, were initially analyzed during the Post-Doctorate in Education at the Graduate Program in Education at UFF – Universidade Federal Fluminense (2016 – 2017). In this field of analysis, we will prioritize the relationships between rural education and teacher training through the following public policies: National Program for Education in Agrarian Reform (PRONERA); Support Program for Higher Education Training in Rural Education Degrees (PROCAMPO); and the National Program for Rural Education (PRONACAMPO). Our main objectives are: 1) To conduct a historical in-depth study of popular education and rural education in Brazil, understanding their interfaces with social movements, their limits, and possibilities. 2) To understand specific public policies for rural education in Brazil, especially PRONERA, PROCAMPO, and PRONACAMPO. 3) To analyze teacher training in rural schools, in close relation with experiences and practices of popular education, considering the life histories and memories that intertwine in the identity processes of educators. We understand that the struggles organized by rural social movements can contribute to the formation of new social subjects, from a popular and historical perspective, through collective organization and the strengthening of emancipatory political-pedagogical projects (FREIRE, 1997). The expression “rural education” represents a pedagogical reflection that arises from the numerous educational practices developed by rural subjects.

• Interfaces between the Catholic Church and Social Movements in the Rural Areas of Baixada Fluminense
  Period: (2017 – 2018)

The goal of this project is to continue the activities developed in the research History of Dom Adriano in Baixada Fluminense, funded by [funding agency]. This work aims to study the relations/interfaces between the Catholic Church and social movements in rural areas of Baixada Fluminense, particularly with the Landless Rural Workers Movement (MST) and one of the entities of the Catholic Church, the Pastoral Commission of the Land (CPT). In these relations/interfaces, we will highlight that many rural social movements were consolidated in the second half of the 20th century and resisted the political repression imposed by the military dictatorship. It is important to document all the organic resistance, especially in northeastern Brazil, through the Peasant Leagues in the 1950s and 60s. With the 1964 civil-military coup, violence intensified in rural areas.

Funding: PIBIC/CNPq Scientific Initiation Scholarship.

• Rural Education in the Municipality of Nova Iguaçu
  Period: (2011 – 2012)

It is crucial to understand the principles developed by social movements in their struggle for Rural Education, including their banners, projects, perspectives, and utopias. Political education of workers and the valorization of social consciousness are some of the challenges. In this context, the production of knowledge in rural schools in the municipality of Nova Iguaçu, Baixada Fluminense, Rio de Janeiro – RJ, can reinterpret the memories, identities, and life stories of individuals who organize to overcome oppression and various barriers of illiteracy, hunger, and lack of emancipatory projects for rural men and women. This political education, historically contextualized, can contribute to the reconstruction of the past, uncovering memories and events, recovering documents, primary sources, and producing critical and counter-hegemonic histories. The production of knowledge built in partnership with students, educators, parents, and all those who are directly or indirectly involved in these schools and the social movements fighting for their stories, values, and recognition can be reinterpreted, encouraging the implementation, for example, of the Operational Guidelines for Rural Education. These experiences can contribute to the birth of democratization, socialization of power, overcoming challenges, affirmation of identities, and human beings concerned with strengthening collective environments. There is an urgent need in both formal and informal spaces for the production of knowledge to intervene, proposing reflections that aim to address theoretical-methodological issues in rural education from a critical, dialogical, and historical perspective of knowledge (ARROYO, 2004; FREIRE, 1988). I believe these aspects highlight some possibilities around identity processes linked to the concept of hegemony in the agrarian field.