SILVACI GONÇALVES SANTIANO RODRIGUES
Abstract:
From the late 1950s, the Brazilian countryside underwent significant transformations triggered by the implementation of the Green Revolution technology package, in what became known in Brazil as the process of “modernization” of agriculture. As a result of this process, capitalist production relations have advanced and strengthened more and more in the Brazilian countryside, intensifying capitalist exploitation of workers and making it difficult for family farmers to stay in the countryside. At this, it's possible to notice that the small family farmers, in the last years, have been resisting and organizing themselves in groups, aiming to fight for the right to land, to work and education. Thus, the struggle for education in the countryside has its origin in the process of struggle of family farmers and rural workers to ensure their permanence in the countryside, since the pursuit of improving living conditions requires, among other measures, the provision of a education aimed at meeting and valuing the demands of the work and the way of life in the countryside. From these arguments, the main goal of the research was to analyze and characterize the rural schools located in the Geographic Microregion of Iporá - GO municipalities, in order to know their structure. A survey and bibliographic research was conducted on the subject, in this case, material related to education in the countryside and also on the Goiás state. Consultation of documents such as the LDBEN - Law of Guidelines and Bases of National Education. Information was sought from the secretaries, teachers and coordinators of the schools surveyed about political-pedagogical projects and textbooks used in schools and other components of the school curriculum. Consultations were also made to the databases of IBGE - Brazilian Institute of Geography and Statistics and SIEG - State System of Statistics and Geographic Information of Goiás. We also consulted documents from MEC - Ministry of Education and Culture that address Education in the Campo to learn about existing policies. As data collection instruments, semi-structured interview scripts were used. It was noticed that the Iporá microrregion is composed of small and medium rural establishments, but even being small properties, without direct influence of agribusiness, it has lost population, because most of the parents of the students say that after their children finish the first phase of education fundamental is the level offered in these schools, parents go to the cities, so that their children can continue studying. Thus, it's believed that these students lose part of their values and culture, leaving without the desire to return to the countryside and thus contributing to the reduction of the population of the countryside and consequently limiting rural development. In order for this framework to be reversed, schools must in fact follow the legal bases in their curriculum organization, as well as have good physical building structures, good working conditions for teachers, such as continuing education for working with the multigrade classes.
