Educação do campo e revolução: uma análise da produção científica em ensino de ciências e de biologia para a educação escolar rural
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Data
2019-02-26
Autores
Vasconcelos, Paulo Henrique de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A proposta de uma educação do campo nasce no final da década de 1990 por meio da atuação reivindicatória de movimentos sociais atuantes nas regiões rurais. Sua gênese é embasada na premissa de que sem a educação dos povos não é possível a concretização da luta pela terra no Brasil, sendo assim, é entendido que a luta por educação deve ser reivindicação central dos movimentos sociais camponeses, desenvolvendo-se conjuntamente à luta pela terra e por condições dignas de vida. O movimento por educação do campo logrou diversas conquistas desde a sua construção, desde a inserção de seus pressupostos em políticas educacionais até a construção e ocupação de escolas e formulação de cursos de nível superior e de pós-graduação. Nesse ínterim, torna-se relevante analisar de que modo os processos educacionais escolares se desenvolvem dentro das escolas do campo e relacionam-se aos pressupostos teóricos preconizados por seus intelectuais orgânicos. É nesse sentido que este trabalho, por meio da análise da produção científica selecionada em revistas e eventos na área da educação, do ensino de ciências e da educação no/do campo, no intervalo de anos entre 2007 e 2017, teve por objetivo a compreensão de como os pressupostos teórico-metodológicos do ensino de ciências e de biologia se relacionam com as perspectivas e reivindicações da educação do campo na educação escolar. Foi utilizado como método científico para o desenvolvimento da pesquisa o materialismo histórico e dialético, cujo intento é prover uma compreensão totalizante do objeto estudado e nele identificar, por meio da análise e da utilização de categorias concretas, as contradições que compelem seu devir na realidade. Constatamos que a educação do campo, ao receber grande influência de pressupostos pós-modernos e multiculturais, esvazia as possibilidades de realização de sua proposta de transformação social, desmecerendo a compreensão de totalidade da realidade, fragmentando as forças populares, dirimindo a instauração da consciência de classe e enfraquecendo o surgimento de movimentos revolucionários. As incursões dentro do ensino de ciências e de biologia extrapolam ainda mais o cenário já visto na educação do campo, amparando-se em pressupostos utilitaristas do conhecimento científico, supervalorizando a atividade prática em relação à teórica e tratando com desconfiança as possibilidades de produção de qualquer conhecimento objetivo, tomando como contradição que movimenta o devir da realidade a dicotomia entre saberes populares ou tradicionais e os conhecimentos científicos na educação escolar. Defendemos que esta contradição é mera distração colocada pelo modo de produção capitalista e não representa uma análise radical da realidade, propondo a adoção da perspectiva pedagógica histórico-crítica para a elaboração de processos educativos que, de fato, tenham chance de promover a transformação da realidade.
The proposal for a rural education, originated by and directed to the peasant population, was born in the late 1990s by the action of social movements based in rural areas. Its genesis is founded on the premise that without the education of the rural population, there is no possibility to accomplish the struggle for land in Brasil. It is understood, therefore, that the struggle for education must be the central demand of the peasant social movements, being developed jointly with the struggle for land and decent living conditions. The movement for a rural education has conquered several achievements since its birth, from the insertion of its assumptions in educational policies to the construction and occupation of schools and the formulation of undergraduate and postgraduate courses. In the meantime, it is relevant to analyze how the school’s educational processes develop within the rural schools, besides relating them to the theoretical assumptions advocated by their organic intellectuals. It is in this sense that this work, from the analysis of the scientific production selected in magazines and events in the area of education, science teaching and rural education, between the years 2007 and 2017, had the objective of understanding how the theoretical-methodological assumptions of science and biology teaching relate to the perspectives and claims of rural education in the school environment. The historical and dialectical materialism was used as a scientific method for the development of the research, whose aim is to provide a totalizing understanding of the studied object and to identify, through the analysis and use of concrete categories, the contradictions that compel its movement in reality. We find that the rural education, by receiving great influence from postmodern and multicultural presuppositions, empties the possibilities of fulfilling its proposal of social transformation, dismantling the comprehension of totality of reality, fragmenting popular forces, denying the class struggle and weakening the emergence of revolutionary movements. The incursions within science and biology teaching go far beyond the scenario already seen in rural education, relying on utilitarian assumptions of scientific knowledge, overvaluing practical activity over the theoretical and looking with suspicion at the possibilities of producing any objective knowledge, taking as a contradiction that compels the movement of the reality the dichotomy between popular or traditional knowledge and scientific knowledge in school education. We argue that this contradiction is a mere distraction posed by the capitalist mode of production and does not represent a radical analysis of reality, therefore proposing the adoption of the historical-critical pedagogical perspective for the elaboration of educational practices that, in fact, have a chance to promote the transformation of reality.
The proposal for a rural education, originated by and directed to the peasant population, was born in the late 1990s by the action of social movements based in rural areas. Its genesis is founded on the premise that without the education of the rural population, there is no possibility to accomplish the struggle for land in Brasil. It is understood, therefore, that the struggle for education must be the central demand of the peasant social movements, being developed jointly with the struggle for land and decent living conditions. The movement for a rural education has conquered several achievements since its birth, from the insertion of its assumptions in educational policies to the construction and occupation of schools and the formulation of undergraduate and postgraduate courses. In the meantime, it is relevant to analyze how the school’s educational processes develop within the rural schools, besides relating them to the theoretical assumptions advocated by their organic intellectuals. It is in this sense that this work, from the analysis of the scientific production selected in magazines and events in the area of education, science teaching and rural education, between the years 2007 and 2017, had the objective of understanding how the theoretical-methodological assumptions of science and biology teaching relate to the perspectives and claims of rural education in the school environment. The historical and dialectical materialism was used as a scientific method for the development of the research, whose aim is to provide a totalizing understanding of the studied object and to identify, through the analysis and use of concrete categories, the contradictions that compel its movement in reality. We find that the rural education, by receiving great influence from postmodern and multicultural presuppositions, empties the possibilities of fulfilling its proposal of social transformation, dismantling the comprehension of totality of reality, fragmenting popular forces, denying the class struggle and weakening the emergence of revolutionary movements. The incursions within science and biology teaching go far beyond the scenario already seen in rural education, relying on utilitarian assumptions of scientific knowledge, overvaluing practical activity over the theoretical and looking with suspicion at the possibilities of producing any objective knowledge, taking as a contradiction that compels the movement of the reality the dichotomy between popular or traditional knowledge and scientific knowledge in school education. We argue that this contradiction is a mere distraction posed by the capitalist mode of production and does not represent a radical analysis of reality, therefore proposing the adoption of the historical-critical pedagogical perspective for the elaboration of educational practices that, in fact, have a chance to promote the transformation of reality.
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Palavras-chave
Educação escolar rural, Educação do campo, Materialismo histórico e dialético, Transformação social, Scholar education, Rural education, Historical and dialectical materialism, Social transformation