Educação do campo e educação popular: enlaces e contribuições a uma educação pública e de qualidade

Abstract

This paper discusses the theoretical-methodological approaches of the fields of knowledge of Popular Education and Rural Education based on field research carried out with the Escola Viva Olho do Tempo, a public institution located in Vale do Gramame (João Pessoa-PB). The work develops from the question: What are the theoretical-practical approaches between Popular Education and Rural Education? The objective is to understand the theoretical- practical approaches between Popular Education and Rural Education, in order to strengthen the movement's struggle for quality public education. The methodology is inspired by the principles of participatory field research of a qualitative nature, which used observation, logbooks, interviews and document analysis as instruments. As a theoretical framework, Brandão (2006, 2009), Torres (2013) and Freire (1697, 1996, 1974) discuss historical elements, concepts and principles of Popular Education, while Silva (2018), Arroyo (1999), Molina and Freitas (2011) and Fernandes and Molina (2004) debate historical paths, principles and counter-paradigmatic character of Rural Education. From the analysis of the collected data, it is possible to affirm that the conceptions of education are against hegemonic, the contextualization as a principle and foundation of the educational praxis, the overcoming of oppressions, the search for “being more”, the affectivity in the educational action as well as the planning and the practice carried out by subjects from the countryside, are evidences present in the popular educational work of Escola do Campo Viva Olho do Tempo. These are also constitutive elements of a Popular Education praxis.