Da educação rural à educação do campo no Amazonas: rupturas e permanências

Abstract

The Object of study Is The education of the countryside in Amazonas Tracing the route Rural education to field education as an expression of theSocial Uta of the countryside people. From the problematic We have established the following guiding questions: How did the historical process of rural education be given to the field education? What are the legal aspects arising from the movement of the field education struggle? How is the historical process of rural education evident to the education of the field in Amazonas? TheGeneral goal Is Analyze the historical process Director Dialectical movement, As an explanation of the struggle of the peoples of the countryside. In this sense, specific objectives were formulated aiming to: contextualize the historical process of rural education to the education of the field; Understanding the legal aspects of field education and Historicize The dialectical movement of rural education and the education of the countryside in Amazonas. The categories of the method were: contradiction, totality, mediation and quality generating quantity. UWe have been using bibliographic research and documentary research. In the documentary research, the sources were the statistical data of the Pnda (national survey by household sample), of the Pnera (National research on Education in agrarian Reform), Pronera (National Program of Education in agrarian reform) among other, Resolutions, laws, decrees, opinions dealing with the assumptions related to field education, and technical reports produced by project Coordination, agreement. A research study was carried out from the CAPES thesis database (Coordination of Improvement of staff at the top level), which originated the quantitative data of theses and dissertations Fotacas in the period from 2008 to 2015. From the dialectical conception we articulate our thesis that is: In spite of the change in the nomenclature of rural Education for field education, the reality shows us that education in the rural context of the state of Amazonas, are present the same problems and contradictions historically experienced. We verified that the historical process points to the articulation between the struggle for land and the struggle for education And that in this process What happens is the implementation of inequality, because it is produced By Way Dispar Access to land and social services. A Education as an instrument for the realization of economic policies, detached from its historical, social context and the values linked to the productionThe life of the field population, education at the service of the capital.