Diálogo entre escola no campo e educação do campo: a escola que está no campo dialoga com a educação do campo?

Abstract

The present thesis analyzed the modality of education in/of the countryside that began to be discussed less than three decades ago in Brazil. We present the principles that underpin this education and its path from rural education to education in/of the countryside, what differentiates them and why there has been this change of concept. Throughout the development, this research addressed the expansion of rural education in the 1960s, specifically in Rio Grande do Sul, and the process of cessation of rural schools by the grouping policy that also occurred in Rio Grande do Sul in the 1990s. Both policies had an impact on the Tapejara region, in which the research was developed. These impacts can be verified by maps and graphs that illustrate the effects of the policies. From the verified findings of advancement and retrogression of the education of/in the countryside of Tapejara (RS), we present how the schools of/in the countryside of Tapejara (RS) signify the field, having this perception through the participant research and the process of intervention developed in the municipal Elementary Schools called Angelo Posser and Benvenuta Sebben Fontana, both located in the countryside and who almost exclusively receive students of the countryside. The intervention process brought interesting discourses about the education of the countryside and explained the concept developed by the schools. The perceptions apprehended during the process were not encouraging, because, although the education of the countryside has been discussed for over 30 years, have legislation and guidelines, it is still not known or implemented in schools in the countryside of Tapejara (RS). Finally, we present some proposals for the education of the countryside as a result from the research and intervention.