Visões dos sujeitos escolares sobre a Educação do Campo na Microrregião Geográfica de Andradina
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Data
2016-09-30
Autores
Sant´Ana, Divanir Zaffani [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Por muito tempo a educação de qualidade à população da área rural não foi considerada necessária por parte dos governantes no Brasil. A partir de meados da década de 1990, por meio de reivindicações dos movimentos sociais e outras organizações tivemos alguns avanços em relação a políticas educacionais para esse setor da sociedade. O objetivo principal da pesquisa foi verificar se houve a implantação das diretrizes básicas preconizadas na da Política Nacional de Educação do Campo, em quatro escolas rurais, localizadas nos municípios de Castilho, Andradina e Guaraçaí, da Microrregião Geográfica de Andradina (SP). A metodologia de pesquisa constou da aplicação de questionários específicos a cada um dos segmentos ligados ao ensino-aprendizagem (professores, alunos e dirigentes) das quatro escolas, além de um questionário dirigido aos pais dos alunos e outras instituições envolvidas na temática da Educação do campo; também foram realizadas entrevistas (gravadas) complementares com os diretores das escolas. Constatou-se que algumas iniciativas isoladas foram adotadas, em parte das escolas, como projetos de hortas, a contextualização de tópicos das disciplinas com a realidade dos alunos e a adoção do livro didático (PNLD) direcionado às escolas do campo (em 2016). No entanto, não foi realizado nenhum tipo de atividade institucional de formação dos professores em relação à Educação do Campo, o que resultou na não implantação efetiva, nas quatro escolas pesquisadas, das propostas contidas nesta Política, particularmente a reflexão crítica em relação ao processo de ensino aprendizagem e ao contexto agrário brasileiro. Os motivos verificados perpassam por questões políticas, como também pela falta (ou insuficiente) de reivindicação dos principais sujeitos envolvidos.
For a long time, quality education to the rural population was not considered necessary by government leaders in Brazil. From the mid-1990s, through demands of social movements and other organizations we had some progress in relation to educational policies for this sector of society. The main objective of the research was to verify whether there was the implementation of the National Field Education Policy in four rural schools, located in the municipalities of Castilho, Andradina and Guaraçaí, of the Microregion Geographic Andradina (SP). The research methodology includes the application of specific questionnaires to each of the segments related to the teaching-learning (teachers, students and leaders) of the four schools, as well as a questionnaire addressed to parents of students and other institutions involved in the subject of Field Education; also interviews were conducted (recorded) complementary with the school principals. Has been found that some isolated initiatives were adopted, in part of the schools, such as vegetable gardens projects, the contextualization of topics of disciplines with the reality of the students and the adoption of didactic books (PNLD) directed to rural schools (in 2016). However, it was not carried out any kind of institutional activity of training of teachers in relation to the Field Education, which resulted in non-implementation, in the four schools surveyed, of the proposals contained in this Policy, particularly the critical reflection on the process of teaching-learning and the Brazilian agrarian context. The motives verified permeates political issues, as well as by the lack (or insufficient) claim of the main subjects involved.
For a long time, quality education to the rural population was not considered necessary by government leaders in Brazil. From the mid-1990s, through demands of social movements and other organizations we had some progress in relation to educational policies for this sector of society. The main objective of the research was to verify whether there was the implementation of the National Field Education Policy in four rural schools, located in the municipalities of Castilho, Andradina and Guaraçaí, of the Microregion Geographic Andradina (SP). The research methodology includes the application of specific questionnaires to each of the segments related to the teaching-learning (teachers, students and leaders) of the four schools, as well as a questionnaire addressed to parents of students and other institutions involved in the subject of Field Education; also interviews were conducted (recorded) complementary with the school principals. Has been found that some isolated initiatives were adopted, in part of the schools, such as vegetable gardens projects, the contextualization of topics of disciplines with the reality of the students and the adoption of didactic books (PNLD) directed to rural schools (in 2016). However, it was not carried out any kind of institutional activity of training of teachers in relation to the Field Education, which resulted in non-implementation, in the four schools surveyed, of the proposals contained in this Policy, particularly the critical reflection on the process of teaching-learning and the Brazilian agrarian context. The motives verified permeates political issues, as well as by the lack (or insufficient) claim of the main subjects involved.
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(Não)Implantação de Política Educacional, Escolas em (Re)Assentamentos Rurais, Castilho (SP), Andradina (SP), Guaraçaí (SP), (No)Educational Policy Implementation, Schools in Rural (Re) Settlements