Políticas públicas educacionais: a educação do campo e os impactos da multissérie na educação básica da Escola Municipal Conceição do Formoso, no município de Santos Dumont – MG.

Abstract

This research addresses multiseries classes, a major challenge for rural schools. Multiseries is how rural schools are organized. Classes are composed of students of different ages, grades, levels of learning and year of schooling under the guidance of a teacher. The central question and objective of the research is to understand, analyze and record social aspects and impacts of the multi-series of the Municipal School of Conceição do Formoso for the community of Conceição do Formoso located in the municipality of Santos Dumont - MG. The justification for this study is due to the concerns caused by this model of teaching organization responsible for the low quality of the teaching-learning process in rural areas, soon observing the issue of multiseries and all its problems led us to understand the negative view that surrounds it. Above all, the analyzes carried out allowed us to reflect on whether this type of teaching organization is really the only problem in rural schools, since serialization, a hegemonic model of teaching built to meet the interests of the capitalist system also demands problems and statistical data historical survey that prove their disability. Historically, rural peoples are becoming protagonists in the struggle for land and in this territory of disputes, considering the process of human formation, education is paramount. This context leads us to ideals beyond the multiseries that without the minimum structure has been offered as the only schooling opportunity for rural people and the series that, besides not offering quality, requires children and young people to wake up very early, face precarious transport, roads dangerous and it keeps children away from the reality of the countryside. The struggle is for basic education with the potential for social transformation included in the proposal for a dialectical unity between theory and pedagogical practice where rural people have access to quality socially referenced education capable of meeting the social demands of Rural Education and promote transgressions in the standardization of educational work adopted in urban schools. Even in the field, the researched school does not have a political pedagogical project compatible with the principles and guidelines of Rural Education, which causes negative impacts on the teaching-learning process. The methodology used was qualitative research with emphasis on teaching practice in multiseries classes and the instruments used were conversation circles, semistructured interviews, informal conversations and observation carried out during the research. Contributors to the analysis of the data collected were authors such as Arroyo, Caldart, Freire, Hage, Frigotto, Molina and Saviani, among others, and important documents such as the seven volumes of the “Por uma Educação do Campo” notebooks, legislation and guidelines involving the theme . This study demonstrated the relevance of Rural Education in the human and social formation of rural and social subjects, emphasizing the need for the interaction of the whole society in the struggle for a popular project in Brazil linked to a life project of the rural people based on characteristics, identity and autonomy of the peoples of the countryside, which deconstructs the image of place of backwardness and allows interaction between the city and the countryside from the conception of correlation, completeness and not of hierarchy as imposed by the capitalist system