Desafios de uma escola do campo: diálogo entre a cultura da comunidade e a proposta pedagógica da escola municipal de ensino fundamental Roque Gonzales, de Vitória das Missões-RS

Abstract

This dissertation is the result of empirical research carried out in Vitória das Missões-RS, at the Escola Municipal de Ensino Fundamental (EMEF) Roque Gonzales, located in Esquina Redin, rural area. The central problem of the dissertation is the school's constant struggle to remain helpful and adjusted to local realities, while facing obstacles related to teacher training, integration with the community and the structural aspects typical of a rural school. We sought to analyze the relationships between EMEF Roque Gonzales and the Esquina Redin community, aiming to understand the challenges that a rural school faces when dialoguing with local culture and demands. The set of research procedures constitutes a historical-organizational case study, aiming to understand the self-organization of this school in its past and present relationships with the community. The qualitative methodology used involved interviews with the Municipal Secretary of Education of Vitória das Missões and the Director of EMEF Roque Gonzales, in addition to questionnaires administered to teachers. The dissertation also records the voices of mothers and fathers, heard in a focus group by the researcher. The interpretation of these voices was made in light of national, state and municipal legislation on the curricular organization of rural schools, and the pedagogical project of EMEF Roque Gonzales. Discursive Textual Analysis was used to interpret the data produced. The theoretical-practical production on Rural Education and the concepts of Human Development and respective capabilities, according to A. Sen (2000) and M. Nussbaum (2015), served as the theoretical basis for the research. The results showed that collaboration between the school and the community is essential in order to train rural children and adolescents to exercise citizenship, strengthen local identity and increase family participation in school activities. Furthermore, the need for ongoing training for teachers was identified, aiming to better meet the cultural specificities of the peasant community. These findings can contribute to improving relations between the school and the community, in addition to exploring theoretical-practical possibilities to face the challenges of rural schools.