Desafios e perspectivas da educação do campo: uma análise em Porto Nacional – TO

Abstract

The education of the countryside, originated from the struggle for land and school, It has become an essential support instrument for the formation and emancipation of its subjects. Therefore, it is considered important to understand how this public policy has developed in the cities, so that it is affirmed as a right of the people, not a commodity. Therefore, this work aimed to analyze the educational situation and the conflicts that involve the education of the field in Porto Nacional - TO. As a methodology, a descriptive study was carried out, with a quantitative and qualitative approach through a field survey and as a method of primary data collection: interview, observation and questionnaire application. Secondary data were obtained through analysis documents made available by the Municipal Department of Education of Porto Nacional and academic texts related to the theme. The data processing was based on interpretation, reflections and inferences. The results show that the main challenges are: insufficient financial resources for schools; predominance of traditional education with absence and / or fragility of rural education principles, policies and practices; lack of continuous teacher training and financial incentives to reduce the turnover of these professionals in schools; breakdown and delay in school transportation; limited physical structure and closure of schools. Therefore, it is necessary to reaffirm the importance of the collective organization of the struggle, with a view to achieving: Fighting the closure of schools through community organization, partnerships with legal institutions and dialogue between these schools and education secretariat to build agreements that best meet the interest educational and social development of the student and his / her community; that the government thinks of education as investment and not as spending; that discussions, trainings and reflections are made regarding principles, practices and policies in order to create actions that make feasible a pedagogical structure as recommended by the guidelines; more supervision and better distribution of the routes in the school transport and guarantee of adequate structure that allows educational quality. Despite challenges, the subjects of rural education continue to move, with good prospects and dream of quality education and at all levels, wherever they live. The rural school should be based on principles such as: solidarity, sustainability, valorization of peasant culture, linking classical knowledge with reality, learning through work on the land, developing peasant agriculture and linking with social movements. Only this school can play the role of contributing to the formation of conscious citizens capable of acting in the consolidation of a fairer field, avoiding the rural exodus and consequent expansion of urban misery.