Educação do campo: avanços e desafios da Escola Rural Municipal Sementes do Amanhã no Município de Quedas do Iguaçu

Abstract

The present research addresses the possibility of broadening the knowledge in relation to the Field Education. Focusing as an objective to reflect and systematize the conquest of the Escola Rural Municipal Sementes do Amanhã from its political pedagogical proposal, in the context of the struggle of the Movimento dos Trabalhadores Rurais Sem Terra(MST) and affirmation of the concept of Field Education. As specific objectives include: Systematize the history of struggle and conquest of the Escola Rural Municipal Sementes do Amanhã. Reflect on the debate about the Field Education and the Education in the MST, in dialogue with the reality of Escola Rural Municipal Sementes do Amanhã. Identify the Pedagogical Political Project (PPP) school, the elements of the principles of the Field Education. The research is presented as a methodology of a qualitative nature, and the instruments of data collection will be - bibliographic and documentary. In the first chapter presents a historical situation of education in the MST and the settlement Celso Furtado, as well as the conquest of Escola Rural Municipal Sementes do Amanhã, in which explains the process of struggle of settlers. In the sec ond chapter we will address the contextualisation of the historical process of constitution of the Escola Rural Municipal Sementes do Amanhã, with respect to the material and immaterial scope. In the third chapter we will list the elements of the pedagogical political project of the studied school, dialoguing with the principles of Field Education, pointing out elements of its PPP that dialogue with the Formative Matrices of the MST and with Field Education. When analyzing the Principles of the Educational Proposal of the MST and the Education of the Field, comparing with the PPP of the Escola Rural Municipal Sementes do Amanhã, we were able to identify their similarities, either in the sense of appreciation the subject of the field, of understanding their reality, in the search for the development of theoretical work and practice, the search of student awareness in relation to social responsibilities, justice, the appreciation of culture, and therefore fotification the education of the field. Thus, building a political pedagogical project as a process that can emancipate the subjects of the field is a specific assignment of the school, the community in general and social movements, since these have been the collective subjects that most question government policies.