“Educação rural” e “educação do campo”: sentidos em movimento

Abstract

Education provides access to different knowledge that has been consolidated over the years. In this way, it was constituted as a right of all people throughout the national territory from historical processes marked by many social struggles, with its consolidation ensured by the Federal Constitution (CF) of 1988 and the Law of Directives of National Education (LDB) of 1996, being necessary to discuss issues related to education in a broad way, involving different sectors of society and the diversity that compose the Brazilian people. Considering the above, this research takes as its corpus the Art. 28 of the LDB, aiming to understand the meanings embodied in the expressions "rural education" and "countryside school", seeking to observe the way in which the State, from its institutions and discourses, promotes effects of sense by affiliating to a particular conception of education. To carry out this research, the study was based on the theoretical device of Discourse Analysis, as proposed by Orlandi (2006; 2015) and Pêcheux (1969;1975), to analyze the production conditions and discursive memory. In the corpus, we focus the analysis on the expressions “On the offer of basic education for the rural population [...]” and “countryside school”, reaching results that indicate that the LDB is not aligned with a single perspective of education aimed at the rural population, producing effects of sense that refer to “rural education” and the non-recognition of “countryside education”, and still drives the discourse of both in a relationship of synonymy, of equivalence, even though the present research shows that they are not. Finally, this research stands to contribute to the scientific environment and to society, as far as questioning the process of meaning around "rural education" and "counrtyside education", producing displacements pointing to the relationship between language, discourse and history.