Escola do campo: sentidos atribuídos pelos professores do campo do Distrito de Miracica, Garanhuns - PE

Abstract

The Rural Education (Countryside) is a modality of the Brazilian education directed to the populations of the field and predicted with adaptations to the peculiarities of the life in the Countryside and to the specifics of each region. Legally, Guidelines point out particular orientations for essential aspects to the organization of the pedagogical action performed in the Rural Schools, encompassing curricular contents and methodologies appropriate to the real needs and interests of the students attended; and encourage institutions to create their own school organization, such as the adaptation of the School Calendar to the productive phases of the population served and the climatic conditions. This work had as objective to analyze how the teachers who work in the Rural School in Garanhuns, in the District of Miracica, understand the Rural Education (Countryside). The text presents the advances that the education offered to the populations of the field suffered from the decade of 1930, focusing on the active participation of the social movements in the protagonism of the educational achievements of the populations of the field . The research was carried out in the city of Garanhuns / PE, with 57 teachers from Rural Education (Countryside) in the District of Miracica. We used the questionnaire and interview as collection tools, and Content Analysis guided our interpretation of the data. Through the questionnaire we approach characteristics of the profile of the faculty of the District, identifying, predominantly, a female and young group with Higher Education. The interviews showed that these teachers understand that the Rural School has the role of strengthening the local identity of the student, carrying the potential to offer a better quality of life to the public served and, consequently, to encourage the populations of the field to stay in rural school. For teachers, the Rural Education (Countryside) should consider the local identity characteristics within pedagogical making, although the challenges faced by those who commit themselves to try to do so, such as the existence of a single Pedagogical Proposal for all schools in the municipality and the absence of a School Calendar for the Rural Education (Countryside).