Desenvolvimento sustentável na Educação Escolar em áreas rurais: uma análise dos projetos político-pedagógicos em Marechal Cândido Rondon-PR

Abstract

This study aimed to conduct a documentary analysis of the PPPs of seven schools, located in rural contexts, in order to identify the differences in their educational approaches in relation to sustainability and local reality, with a large part of the public based on family farming. Seven PPPs from schools in the municipality of Marechal Cândido Rondon-PR were selected and qualitatively analyzed, seeking to identify elements related to the organization, structure and educational approach of each of them. This analysis revealed significant differences in the organization and structure of rural and rural-urban schools in Marechal Cândido Rondon-PR. Escola Municipal Rural Almirante Barroso adopted a specialized approach due to its rural location. It operates with multigrade classes and implemented the full-day model as a strategy to meet the specific needs of rural students. Around 79% of the Almirante Barroso school population is involved in agricultural activities, which justifies the change to a full-time teaching model. This study highlighted the importance of a differentiated and adaptive approach in the Political-Pedagogical Projects (PPPs) of rural and urban schools in Marechal Cândido Rondon-PR. It was evidenced that schools need to consider and incorporate specific characteristics of their environments to effectively promote sustainable development.