O direito à educação das crianças do campo: acesso, desafios e potencialidades

Abstract

The right to education of rural children has become a key point of reflection on the scenarios of struggles, conquests and resistance of rural people. Through this study, "The Right to Education of Rural Children: Access, Challenges and Potentialities", we aim to analyze how the process of reorganization of rural schools interferes 1n the guarantee of the right of children to attend and remain 1n the Lindolfo Grilo school. Subsequently, we listed the following specific objectives: to identify how many schools were reorganized in the municipality of Bananeiras 1n the period of the last two years; to verify how the children's guardians evaluate the reorganization process at the Lindolfo Grilo school; and to understand how those responsible for the schools evaluate the reorganization process in the Lindolfo Grilo community. Methodologically, the paths to which led us to this study, led us to the qualitative approach, under the support of the case study and the bibliographic research, where through the data collection instrument we used two questionnaires with open questions sent by WhatsApp to the subjects involved in the research, also counting on a query carried out on the Inep Dada website. To find out how many schools would be paralyzed in the municipality, enter the last two years up to the date of this research. The theoretical direction on which we based this research was through authors such as: Paulo Ricardo Bavaresco (2014), Adelaide Coutinho (2009), Ronielle Santos (2022); among others, as well as legal documents that helped us to delimit the conceptual field of the Right to Education of Rural Children and also its Accesses, Challenges and Potentialities. As a result, we conclude that the right of rural children to continue having access to education in the environment in which they live with access to their community and local culture will occur 1n a totalitarian way from the moment that the rulers who govern the public powers of the municipality, look with more sensitivity and rethink their practices of closing and/or reorganizing schools and start to give access and permanence to these individuals through of a quality education and in a way that is respected and thought about the subjects who inhabit the communities that govern the surroundings of rural schools.