Entre a educação rural e a educação do campo: práticas pedagógicas no processo de transformação da escola rural em escola pública no/do campo

Abstract

This Master's Thesis work is placed in the Graduate Program in Education – Master’s degree, Campus Francisco Beltrão/PR, of the State University of West Paraná (UNIOESTE), area of focus in Education, Research Line: Culture, Education Processes and Teacher Training. The investigation problem raises the question of how the limits and potentialities of pedagogical practices are presented in the transformation of the rural school into a public school in the countryside, and what measures can be potential for this change. In view of this, it is justified by considering that in the field of Countryside Education, due to historical-social reasons, the school located in the rural/countryside space demonstrates weaknesses that impact on a teaching that guarantees the appropriation of historically systematized knowledge in dialogue with its context, demanding from this school and its pedagogical practice, actions towards the changes necessary for the transformation. Thus, this research aims to investigate two schools located in rural/countryside areas, to analyze and understand them from the logic of Rural Education and/or Countryside Education, mapping the differences that are manifested in their work and pedagogical practice, its legal aspects and its insertion in the territory, in the period 2016-2020. In this context, two institutions were investigated: the Colégio Estadual do Campo Professora Vilma dos Santos Dissenha in the municipality of Mangueirinha, state of Paraná and the Colégio Estadual do Campo Paulo Freire, located in the municipality of Francisco Beltrão, in the same state. For this analysis, the research methodology used field work with a qualitative approach in public schools, plus semi-structured interviews with teachers. The approach was given by the Systematization of Experiences and Social Practices in Popular Education, in order to understand the pedagogical practices and account for their specificity. It was based on authors such as Arroyo, 2003; 2015; 2014; 2021; Bonamigo, 2007, 2014, 2020a, 2020b; Caldart, 2000, 2002, 2004, 2012; Falkembach, 2006, 2007; Ghedini, 2015, 2016, 2017, 2022; Jara, 2006, 2007; Fernandes, 2005, 2008, 2012; Franco, 2008, 2015, 2016; Martins, 2009, 2016, 2020; Molina, 2004, 2012; Munarim, 2008, 2011; Silva, 2006, 2009, 2015, 2020; Souza, 2009, 2016, 2018, 2020; Vázquez, 2007; 2011, also considering legal provisions such as Brasil, 2002; 2008; 2010a, 2010b; and Paraná, 2006, 2010a, 2010b, 2011; dealing with categories such as Rural Education, Countryside Education, Public Schools of/in the Countryside, Pedagogical Practice, Basic Countryside Education Modality and, to a certain extent, also Systematization of Experiences and Social Practices in Popular Education. The research found that among the investigated schools, the main difference is in the intentionality of the pedagogical practices in the transformation process, and it is manifested by the internal and external determinants, accessible or not in the territory where this school is located, among them, the context of work and production, continuing education and monitoring of institutions such as the university, the Popular Social Movements (MSP) and their organizations. It is noteworthy that these differences are not parameters to measure the quality of teaching in these schools, but rather the school to be or not to be in the perspective of the National Movement for Countryside Education. This is because the fact of having historical references from the MSP, as well as the legality of the Elementary Education Modality in the Countryside, does not automatically meanthat the logic of Rural Education is overcome. Therefore, it is necessary to rearticulate the school, create links with the territory, develop mediations in the form of a pedagogical work of its own that affirms and/or produces identity to this school. In this sense, the research found that pedagogical practices are fundamental and potential in the transformation of a rural school into a public school in/of the countryside, when they are developed with intention, in the sense of an emancipatory praxis.