Estudo bibliométrico sobre a educação do campo no âmbito dos programas de pós-graduação stricto sensu em Geografia na região norte (2010-2020): uma análise teórico-metodológica e conceitual

Abstract

This research analyzes the main theoretical-methodological and conceptual trends present in studies on Rural Education, based on the production of geographic knowledge, fostered within the stricto sensu Postgraduate Programs in Geography in the North region. This study is classified as descriptive-exploratory, with a qualitative and quantitative bias. In addition, the content analysis of Bardin (2004) was applied. As well as using the wordle program (word clouds). As analytical support, there is the way in which Rural Education has materialized since the 1990s, the genesis of its creation in the country. Adding to the ordering of the main theoretical and methodological subsidies of geographic science, in order to identify the possibilities, by which the researches are guided. For all these reasons, it attests that, of the 08 stricto sensu graduate programs in Geography in the North region validated during the data collection period, 02 of them presented 05 researches on Rural Education in the period 2010- 2020, all of which are dissertation fruits (Master's level). Despite the amount of research in a period of 10 years, it is quite low for a region where the biggest conflicts in the countryside are concentrated. Thus, in possession of these data, it is understood that Geography studies Rural Education through the actions it promotes in space, it constitutes the struggle of rural workers for the right to quality, contextualized education that considers the diversity of practices existing, as well as the experiences and experiences accumulated by the peasants in their daily tasks, in the struggle for land. Geographical science still strives to unveil Rural Education, which seeks an education that is guided by the perspective of training subjects, by adopting specific policies and measures that allow for the reduction of inequality. Rural education as a research topic in geography does not need to be more or less important, it just needs to be stimulated in terms of the contribution it can provide, in order to understand the individual and collective reality of the subjects in the field.