A educação do campo e a nucleação de escolas no campo: reflexões acerca do caso do fechamento da escola Embrapa, no povoado sítio Nazária, em Penedo, Alagoas

Abstract

Researching Rural Education in the Sítio Nazária Village, located in the municipality of Penedo, in Alagoas, comes from the interest in understanding the weaknesses of education in rural areas and in order to understand the structure of rural schools. The research focused on analyzing the process of closing and nucleating the Embrapa School, which operated between 1991 and 2005, taking students from Sítio Nazária to a school in a neighboring village. The village is also facing an emptying process, where several closed houses were found and residents were migrating to urban areas. Investment in rural schools, for Rural Education, guarantees the permanence of young people in these areas and contributes to the development of these communities. The main objective of the research is to analyze, in the light of geographic science, the process of devaluation and erasure of peasant culture through the establishment of schools located in rural areas, with emphasis on the particularities reproduced in the territory of the Sítio Nazária Village. This is an unprecedented study on this village, seeking to collect data on rural education in a rural area of the municipality of Penedo-Alagoas, in order to understand the importance of access to schools for the appreciation of culture and rural activities. To this end, theorists who deal with the theme of rural education Geography teaching were used, such as: Caldart (2008), Pereira e Castro (2021), Macêdo (2016), Ribeiro (2010), Souza (2011), among others. We also seek to analyze legislation and public policies on the subject, such as Law No. 9,394/96 of the Law of Guidelines and Bases for National Education and the National Program for Education in Agrarian Reform (Pronera). This is qualitative research, based on the Historical-Dialectical Materialism method. Assuming that to understand realities we go through the analysis of the historicity of phenomena, their contradictions and objective and subjective nuances. As a means of data collection, we used bibliographical research and the application of semi-structured interviews. As a result of the research, we concluded that the population expresses frustration at the lack of a school in the village, wanting the possibility of studying locally and enrolling their children in the community itself. Furthermore, community residents express dissatisfaction with the time spent commuting to school and the lack of education that values their cultural practices, local knowledge and the needs of rural areas. There is a clear desire for the curriculum and pedagogical approaches to be adapted to the realities of the territory, allowing students to connect with their surroundings and apply the knowledge acquired in their daily lives. The aim, through research, is to achieve visibility of the educational problems of the community under study and the importance of valuing rural populations, in addition to the subsequent publication of the results.