A educação do campo no município de Livramento/PB: uma análise das políticas educacionais orientadoras das práticas pedagógicas das escolas do campo

Abstract

Since the beginning, Brazilian schooling has taken place in an exclusive way, which still reflects today. As a result of this historical process, education in our country has gone through and continues to go through several problems, among which is the little importance that is still given, by the governmental sphere, the education of rural people within public policies. Faced with this, amid the political struggles led by rural social movements for better survival conditions and educational conditions, Rural Education emerges as an educational proposal that is built in opposition to rural education. The latter being understood as the transfer of the urban model to the countryside, without the contextualization of knowledge from the countryside and without the participation of the countryside. In this sense, our work has as general objective, to analyze the educational policies of the municipality of Livramento/PB, establishing relations with the principles of Rural Education, considering its political and pedagogical aspects. We start from the hypothesis that the practices adopted in rural schools in the municipality of Livramento/PB do not take rural education into account as a pedagogical practice and, therefore, do not consider the identity reality of peasant subjects in the school curriculum proposal. Methodologically, it is a qualitative study, being carried out through field research complemented with a documentary study. The research had as reference, among others, authors such as: Roseli Caldart (2009, 2012, 2020), Paulo Freire (1989, 2000, 2019) and Mônica Molina (2004). In documentary research we seek to analyze the legal systems (national and municipal) that govern Rural Education, establishing relationships with the principles of Rural Education. Also, for data collection, we applied a questionnaire with the Secretary of Education of that municipality and with the Coordinator of rural schools. Finally, we could see that the municipality guarantees the basic requirements for a quality rural education. On the other hand, we point out the need to invest in didactic materials to support teachers, such as projectors and computers; the importance of building a specific curriculum proposal for students in the field taking into account their particularities; the guarantee of the final years of elementary education in rural schools; and the need for wider spaces in rural schools. In general, we understand that it is necessary to overcome several barriers for the materialization, in fact, of a Rural Education that builds emancipatory processes and that problematizes the contradictions in the Brazilian field.