The historical-normative trajectory of agricultural education: from Brazil-Empire to Brazil-Republic (1960)
DOI:
https://doi.org/10.19180/1809-2667.v17n215-05Keywords:
Historical-normative trajectory, Agricultural vocational education, Educational policies, Reform policies, Federal education lawAbstract
This study, developed from research carried out during a master’s program, focuses on the historical, normative and political trajectory of agricultural education (at high school level), now in the context of federal legislation reforms. This segment of vocational education developed in the light of stereotypes and isolation, with scarce scientific analysis as rare object of research. This paper aims to present a descriptive and analytical approach to the main normative acts that guided the historical and curricular trajectory of Agricultural Education at high school level. Highlighting the educational policies embodied in the federal educational legislation, within these major historical milestones: from Imperial Brazil to the Republican period (1960). Based on qualitative research on education, with emphasis on documentary / normative and institutional research, it is necessary to identify the multiple historical determinations that outlined and preceded current secondary vocational education policies (agricultural area) aiming to offer contributions for the analysis of contemporary policies.Downloads
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