A política de fechamento de escolas como corolário da questão agrária brasileira

• Autor(a) principal: Carvalho, Tereza Simone Santos de
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/15501
• topic: Geografia rural; Reforma agrária – Brasil; Educação e Estado; Escolas rurais; Escolas do campo - Sergipe; Políticas de educação; Brazilian agrarian issue; Education politics; Countryside schools - Sergipe

The education aimed at the countryside people, called rural education, historically denied the countryside as a space of social reproduction and knowledge production, and has been tied up, since its beginnings, to the political and economic interests of each epoch. The overcoming of rural education emerged from the resistance of peasants social movements, witch in the 1990s proposed the countryside education to put an end to that education distanced from the cultural universe of the subjects who live in the countryside and contrary to their way of life. The countryside education shows that this social space produces life and is capable of having a human formation project linked to the culture, as a work product. On the other hand, the 1990s was also marked by a State project of closing countryside schools motivated by its performance recreating the agrarian issue in Brazil and based solely on a greater expansion of capitalism in that sector. In this sense, the present research aimed to unveil the relationship between the Brazilian agrarian issue and its particularity in Sergipe and the countryside schools closure, analyzing the contradictions and resistance to this process. A qualitativequantitative research was carried out, based on bibliographic surveys on the Brazilian agrarian issue, on the literature of rural and countryside education, on the relevant legislation, as well as studies by the School Census/INEP, from 1998 to 2020, of active and closed rural and urban, state and municipal schools and the number of enrollments. The interpretations supported by historical-dialectical materialism pointed persistent rural schools closure, especially municipal ones, during the years investigated, in Brazil and Sergipe. From 1998 to 2020, according to the data from the School Census/INEP, 70.722 public schools (state and municipal) located in the countryside (56,8 %) were closed in Brazil. The South and Midwest regions registered the highest percentage of closed rural schools (70,6% out of 70,2%); in the Northeast the percentage was 57,9 %. %. In Sergipe, the closure of these schools is also alarming. In 1998 there were 1621 schools located in the rural area; in 2020 this number decreased to 865, that is, 756 schools located in the countryside terminated their activities, which is equivalent to a reduction of 46.6%. Among the planning territories in the state, Alto Sertão (high backcountry) concentrates the largest number of closed establishments (65,3), followed by the South-central (51,5%) and Médio Sertão (middle backcountry) (49,2). Among Sergipe's municipalities, Nossa Senhora da Glória, which in 1998 had 45 rural schools but only 5 teaching units in 2020, deserves to be highlighted; it had a closing percentage of 88,9% in the investigated period. Thus, the countryside schools closure phenomenon (and the closure of those schools located in the rural area) in Brazil, accentuated since the first decade of the 2000s, is configured as a State policy or a counter-policy coinciding with the intensification of struggles for the right to education in the countryside and to a countryside education by the social movements that see it as a strong weapon of resistance to the process of expropriation arising from the advance of capitalism in the agrarian space. With a natural link to the support of the capital-labor relationship, which in the particularity of the countryside is materialized in actions aimed at the expansion of capitalist agriculture and the corresponding strengthening of land concentration, the State is not only responsible for closing schools that serve the peasants‟ children and denying the public right to this social group, but also authorizing the unstoppable mobility of rural-city work by these children, hindering even more the materialization of the countryside as a space for life and work.