Educação do campo e suas práticas na EE Dom Francisco das Chagas

Abstract

This case study aims to analyze the practices of Dom Francisco das Chagas State School in order to analyze if they dialogue with those expected for a rural school. Dom Francisco das Chagas State School, located in a rural area of the municipality of Ervália-MG, serves all students who live in the countryside and is therefore considered a rural school. To achieve this purpose, it has become necessary to describe the context of the school in its geographical, sociocultural and economic context; analyze how the school curriculum proposal contributes or not to the consolidation of the right to education of the students served by the school, and then proposing, from the results of the research, an Educational Action plan. Through the analysis of the curricular proposal of the referred school and in an interview with effective teachers, it was noticed that the educational practices of Dom Francisco das Chagas State School do not routinely contemplate the curriculum and the practices directed to the rural education, being made only sporadically at events promoted by the institution. This fact goes against the speech of the authors that supported this study, such as Caldart, Paulo Freire and Arroyo. In general, the authors who address the subject point out that the principles of field education should be repeatedly present in school practices, not just in a timely manner. In an attempt to alleviate the situation, it was proposed to collectively and democratically build the Dom Francisco das Chagas State School Pedagogical Political Project, with the intention of this document to enable changes in school practices in order to ensure quality educational care for students, respecting the peculiarities and diversity, without disregarding the offer of quality education.