Em Defesa Das “Escolas Do Campo” Em Lima Duarte: Políticas Públicas E Educação Do Campo, as Trajetórias E as Estratégias Adotadas Para Defesa Das Escolas Do Campo Do Município De Lima Duarte – Minas Gerais

Abstract

Este artigo foi escrito a partir dos estudos do grupo pesquisa TRAME (Trabalho, Movimentos Sociais Populares e Educação do Campo) da Faculdade de Educação da UFJF (Universidade Federal de Juiz de Fora) realizados em Escolas do Campo, no município de Lima Duarte, MG. Os encontros feitos por este Grupo de Pesquisa no Município discutiu as políticas públicas em educação e, principalmente Palavras-chave: Educação do Campo, Políticas Públicas, Formação de professores ABSTRACT This article was written from the studies of the TRAME (Work, Popular Social Movements and Rural education) research group of the UFJF (Federal University of Juiz de Fora) School of Education held in Escolas do Campo, in the municipality of Lima Duarte, MG. The meetings held by this Research Group in the municipality discussed public policies on education and, especially, the strength of rural education in the municipality. This text seeks to discuss the advances and obstacles that circumscribe the viability of education in the countryside, even so, has as its theoretical basis the studies carried out in the meetings of the research group and as an empirical basis the ethnographic visits made to rural schools in Lima Duarte. In a first moment, it brings a brief diagnosis of this situation, taking into consideration the training/consciousness of teachers and students in order to perceive their rural areas as fields of possibilities and resistance to capitalist ideology, the institutionalization of a modern, elitist culture, which explores us, alienates us and reduces us to a fragmented cultural model. This project has accompanied the work done by a group of active teachers, who value the rural, and who even when policies that have not been discussed with the school community reach them, they rebuild them, enabling the construction of knowledge that makes sense for the school community. In this sense, it has been fundamental to strengthen the struggle in the defense of rural schools, seeking to articulate/dialogue with their communities, pedagogical professionals and managers, the cultural/local importance of these schools and their territorialities.