A concepção de educação das escolas rurais do município de Toledo/PR

Abstract

This dissertation presents an analysis about rural schools’ education concept in the municipality of Toledo/PR, seeking to answer the following questions: why only four of the twelve schools located in rural areas in the municipality of Toledo/PR are called Rural Schools? In view of this denomination, the conception of education that guides these four Rural Schools differs from the other schools, in view of the nomenclature difference? In order to answer these questions, documentary research was used in the analysis, based on the general and specific educational legislation on Field Education at the national, state and local levels, as well as field observations were performed in the Rural Schools and in the Municipal Department of Education (SMED). In the course of the research, it was necessary to go through the discussions on Agrarian Reform, rural-urban and country-city space, the concept of Rural Education, and the importance of Popular Field Movements in the consolidation process of this new educational proposal: Field Education. In this way, the research had as main result that both the nomenclature and the conception of education adopted by the Rural Schools in Toledo/PR are under the same logic of the urban schools, since they do not incorporate the specific legislation of Field Education in the development of their school activities, resulting in the de-characterization of schools located in rural areas of the municipality.