As vozes constitutivas da Educação do Campo: do nascedouro aos dias atuais (1998-2018).

Abstract

With this paper, we aim to understand the voices that built up the Field Education as an ideological sign from its beginnings until the present days (1998-2018). For this purpose, we are interested in the discursive battles, expressed on the most diverse spheres of human activity and on discursive genders, thus, we search for the building of comprehensions from a collection of heterogenic data, with statements that address conceptions, valuation, and divergent positions when dealing with Peasant Education. With a timeline from the 90’s decade, we have drawn three goals that based the chapter building of this text: 1. To discursively study the disputes that happen on peasant territory due to the game between rural and urban and how those disputes are reflected and refracted on the educational public policies sphere; 2. To understand the constitution of Peasant Education as an ideological sign and to notice the relations of identity and alterity present on this sign; 3. To auscultate the present voices in two pedagogical policies project with the intention of understanding the territorial, educational and class conflict battles present in the verbal materiality of those documents. The peasant territory (the field) is an ideological sign in dispute, once there are contradictory forces that defend divergent interests related to the usage of this space and its organization. This territorial dynamics is also reflected and refracts itself on the educational actions and documents, constituting two fronts that interwoven in terms of discourses and class interests; on one hand, the so-called rural education, present on official documents, which meet the recommendations of neoliberalism and of the ascending globalization, the transposition of school sayings from urban or rural; on the other hand, the Peasant Education, which rises on contraction, on confrontation and which tensions what is already given, is based on popular struggles, provided by social movements, on the daily ideology, by the subjects of the field who claimed an educational organization promoted by the bases of society. With these divergent lines of the conception of the peasant territory and Peasant Education, we understand that in process of constitution of field education policies there are different ideological interests which were studied here through language, word, and signs.