Políticas públicas e educação do campo no contexto amazônico: estudo na RDS do Tupé na Comunidade de São João - Manaus - AM

Abstract

The debate on rural education arose in the 1990s with social movements that began to fight for a differentiated education that would meet the interests of students who live and work in rural areas. Thus, the struggle arises for a new conception of Education that values the diversity of the countryside. Thus, the present research has the following general objective: To analyze if the public education policies in the Tupé RDS support the conception of the Rural Education, that is, verifying if the public education policies of the reserve offer a differentiated education that meets the Therefore, in order to achieve the purpose of the general objective, I have outlined three specific objectives: 1) To study the following categories: Public Policy, Rural Education and Sustainable Development Reserve; 2) Examine the RDS creation documents and their public policies; 3) Assess how the policy of the Sustainable Development Reserve dialogues with the concept of rural education in the community of São João do Tupé and at school. The methodological procedure of the research took place through bibliographical studies and documentary qualitative approach that allowed to remove from reality data that could be analyzed based on documented studies. Thus, we can conclude that the Field Education is a conception that theoretically enables the subjects, who live and work in the Field, a perspective of emancipating formation. However, in informal and non-formal education there is a direct relation of the theory related to rural education, however, in formal education, in this case the school, basic subsidies are lacking for this to happen.