[Entre]tecendo olhares sobre a educação do campo : avanços e limites do Programa Escola da Terra no município de Igarassu - uma análise histórico-crítica

Abstract

[Between]Weaving Looks on the Countryside Education: advances and limits of the Earth School Program in the Municipality of Igarassu - a historical-critical analysis is inserted in the line of research Policies, Programs and Management of Educational and Cultural Processes of the Program of Post -Graduation in Education, Cultures and Identities of the Federal Rural University of Pernambuco and the Joaquim Nabuco Foundation - UFRPE/FUNDAJ. Bearing in mind that Countryside Education, with a divergent constitutive logic of the capitalist one and that it involves knowledge, cultures and spacetimes of its own, aims at the development of the field from its subjects and not at the nondeterritorialization, subalternization or expropriation of their way of living, we analyze, according to the perspectives of Historical-Critical Pedagogy and Popular Education perspectives, the changes provoked in the pedagogical practices of the rural educators who participated in the second edition (2016) of the School of Land Program in the Municipality of Igarassu. In order to reach this goal, we proposed, with the case study method and Content Analysis techniques, a qualitative approach both of objects - official documents about the educational policies of the field and speeches resulting from interviews- and subjects - managers and educators - involved in the research. It was chosen, for the survey of signification / thematic units, semi-structured interviews; managers of the Education Department of the Municipality of Igarassu and five educators of the countryside schools named for the Improvement Course in Countryside Education for Teachers of Schools of the Countryside and Quilombolas. These interviews were used to analyze, starting from advance(s) and limit(s)’ dimensions, the concepts of Countryside Education and school reality; the identities of the rural educator; the evaluations of the Improvement Course and the construction of socio-political and pedagogical intervention projects and their implications in the pedagogical praxis. Besides the identification of changes in these conceptions, identities and evaluations we were interested in, on the one hand, the actions of the institutions - Secretariat of Education and schools - to which the educators interviewed are related to the facilitation or restriction of these changes in pedagogical practices and, on the other, the ways in which the educators themselves have dealt with it. We believe that the results of these analyzes not only pointed to the feasibility of future continuing education for educators in the Igarassu Municipality, based on the precepts of Historical-Critical Pedagogy and Popular Education, with a necessary dialogue between these critical pedagogical theories and the Countryside Education, but also to how they can contribute to the struggle for a culture that guarantees alternatives to the current development model and that cooperates with the construction of another education project for another society.