Do cenário nacional para o local: uma trajetória histórica marcada pela sonegação do direito à educação do campo de qualidade - experiência com uma classe multisseriada da zona rural do município de Inhapi - AL

Abstract

This work is inserted in the context of the struggle of the countryside movements for better living conditions, especially regarding the model of education offered to them. It emerged from the realization of an experiment in a multisite class in the rural area of the municipality of Inhapi, Alagoas, during the period of the first half of 2017. At that time, several factors were detected that made impossible the implementation of quality teaching in the field, such as: social aspects of avoidance of rights, inadequate curriculum, inappropriate pedagogical conceptions, precarious infrastructure, insufficient educational tools and improper methodologies. Faced with this desolate scenario, a case study was carried out in order to understand the social and historical causes that substantiated its origin and encouraged the permanence of these characteristics in recent days. In order to do this, research was carried out with a documental and bibliographic character, especially in the theoretical contributions of ARROYO (1999), CALDART (2003) and Paulo Freire on Popular Education, interviews with pedagogical professionals of the municipality and personal reports of some situations occurred in the time of coexistence. Moreover, in the light of the results of this investigation, it was possible to conclude that, although these issues originated in the mid-1500s, and that there have been several protests by field movements throughout the national territory due to occasional improvements, the precariousness scenario still remains latent, even if veiled by the unsatisfactory reforms. Thus, although this work represents only a cut and allows for further discussions, it is known that popular manifestations for more effective and efficient representative public policies need to be reinvented, especially with regard to the legitimation and effectiveness of an Education properly to and from the Field.