THE PUBLIC SCHOOLS LOCATED IN THE COUNTRYSIDE AND THE INSTITUTIONALIZATION OF REFERENCES IN RURAL EDUCATION

• Autor(a) principal: Santos, Angelita Cristine dos
• Data de Publicação: 2022
• Outros Autores: Ghedini, Cecília Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Inter-ação (Goiânia. Online)
• Texto Completo: https://revistas.ufg.br/interacao/article/view/71017

This article presents a sample of a master's research conducted in the context of an extension project implemented in public schools located in the countryside, in the Southwest region of Paraná, in the period from 2015 to 2020, which sought to socialize the possibilities of institutionalizing, from the practice of public schools located in the countryside, based on legal guarantees, a process of re-articulation of these schools from the perspective of the National Movement for Field Education. The research analyzed, along with the schools in question, the development of references that promoted changes by means of a methodological instrument, of which four moments and places stand out: the Family School Trails, the Inventory of the Reality of the School Surroundings, the Interdisciplinary Collective Planning and the Circle of Knowledge. It was possible to identify that great part of the schools located in the countryside find it difficult to have a perspective of change about crystallized practices, and still rooted in Rural Education, for being distant from the organicity of the Rural People's Social Movements (MSPdoC) and their organizations. To account for these changes in specific realities implies in "producing movement", and "rearticulating bonds" among schools, communities and their surroundings, and also with the managing bodies. Institutionalizing such references and movements of time, space, and methodological tools is a way to guarantee the right to Field Education. KEYWORDS: Rural Education. Countryside Public School. References. Methodological Instrumentation.