Public policies in Child Education: what do teachers think of the Formoso “A” Project?

• Autor(a) principal: Alves, Cândida Maria Santos Daltro
• Data de Publicação: 2020
• Outros Autores: Jesus, Cíntia Lopes Vieira de, Oliveira, Rachel de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Educação do Campo
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6422
• topic: Childhood Education of the Field; Teacher Training; Public Policies; Educacion Infantil Del Campo; Formación De Professores; Políticas Públicas

ABSTRACT.  This paper presents a tapestry of the research conducted along the Master´s course at the Graduate Program in Education of the Santa Cruz State University, whose general purpose was to understand the importance of specific public policies in Rural Child Education, in the city of Bom Jesus da Lapa, Bahia. For such, in addition to the studies of legal and research documents in this area, we have been supported by existential Research-Action, proposed by Barbier (2007), and by studies conducted by Freire (1987), about the historical process that goes from Being-Minus to Being-Plus. This methodology helped understand the problems that prevent teachers from the Formoso “A” Project to get to the Unprecedented-viable, which is a Freire´s category representing the construction of transforming proposals. The most remarkable fact was the invisibility and/or the lack of recognition of the local specificities, mainly on the part of the the city´s Education Department, since not even the assumptions of Rural Education, nor Urban Education adjust to the rhythm of the peoples located in the Irrigation Boundaries. According to this perspective, we have implied that the differences and similarities between “rural and urban” are increasing more blurred, and it is necessary to rethink them over, so that the teacher education process can be respected as well as the emergence of new ways of constructing childhood in its plurality.