Educação do Campo e pauperização: implicação da agenda global sobre as políticas de educação básica no Vale do Juruá-Acre

Abstract

This thesis analyzes public policies on Rural Education, aimed at youngsters from Vale do Juruá - Acre and their connections with poverty. It was developed together with the Study and Research Group on Public Policies and Education - GPPE / UFAM and the Research Line 2 of the Graduate Program in Education - PPGE / UFAM. We based our investigation methodology on dialectical and historical materialism, carrying it with bibliographical and documental survey, as well as field research by means of semi-structured interviews with rural school managers, students, and teachers. The analytical and data exposure assumptions, based on the dialectical and instrumentalized method with complementary support for the use of the Nvivo 2020 Software, comprised the themes / units of meaning that materialized Work, Education, Development, Community and Pauperization, as the central categories emerging in the research. This study clearly shows that the global agenda from multilateral organizations acts upon the imposition of public policies modeled by the ideas of development under human capital perspective and direction of rural development. We may infer that, in view of this interference, no rural Education project was carried out in Acre, and we understand that the impoverishment in rural field was not opposed by a perspective of resistance, which is confirmed by the absence of rural Education epistemologies which are mostly predominant in Socialist, Alternation and Human Movement pedagogies. In an analytical conclusion, rural educational policies are, on local levels, characterized by the negotiations guided by World Bank (BM), Inter-American Development Bank (BID) and German Development Bank (KFW), and consolidated in economic/administrative and economic/training models, that are mainly identified in Asas da Florestania Program.The thesis confirms that: The global agenda on educational policy provides for that education is the path for economic growth. However, the study demonstrates that the educational policy for the countryside of the state of Acre with the interference of multilateral organizations in Basic Education in the schools of Vale do Juruá - Acre, corroborates the permanence of poverty and the precarious living conditions of young people.