A relação entre a educação do campo e a educação popular: elementos de autonomia e emancipação humana

Abstract

The present work develops in the perspective of theoretically lapidizing the relation and history existing between the Popular Education and the Field Education, in the aspects directed to the interaction and action of the Social Movements of grassroots popular of the field and its struggles for the guarantee of the rights to the subjects of the countryside, especially in the struggle for education. Starting from the line of reasoning of how could generate the emancipation of these people of the field? It was developed the possible elements that could cause or assist in human emancipation, especially in the field education and popular education, and through this work, develop elements that help the subjects to conquer human autonomy and emancipation. Analyzing the relationship between Field Education and Popular Education, identifying the fundamental elements, drivers of processes in the direction of autonomy and humansocial emancipation, present in these educational perspectives and human formation. In the perspective of theoretically understanding the central concepts of research and the relation between field education. In addition, to characterize the rural schools in relation to spaces and public policies. Identifying elements and theoreticalmethodological foundations of Popular Education in its perspective of trajectory until its consolidation. Making it possible to understand how the interaction of Field Education with Popular Education occurs in educational and social aspects. The research developed in this work is directed to Popular Education and Field Education, being of a bibliographic nature: exploratory (as it aims to improve knowledge in relation to the area of education, Field Education and Popular Education through a bibliographical survey) and, explanatory identify factors that determine or contribute to human emancipation and autonomy). Relating the relation and history existing in these interactions from the nineteenth century to the present day, such struggles came from the perspective of guaranteeing a quality and free education, putting in the agenda the rural people, the rural school. Developing educational, work and interdisciplinary perspectives as agents that contribute to the constitution of the social human being, in their processes towards the autonomy and emancipation present in these educational perspectives and human formation.