Gestão para o ensino médio na modalidade educação do campo: uma análise à luz da legislação e da realidade vivenciada em duas escolas no sertão paraibano no período de 2014 a 2017.

Abstract

Rural Education is a type of education that occurs in rural spaces. Thus, it is necessary to systematize educational actions so that they can meet the legal and pedagogical precepts, emphasizing the characteristics of this population, which is why it distinguishes it from urban education. Thus, this research aimed to analyze whether two schools of the state school system, located in the municipalities of São João do Rio do Peixe and Uiraúna, cities belonging to the 9th Geoadministrative Region of Paraíba State, which offer high school in the state. Rural Education, has been contemplating, in its official documents (Internal Rules, Pedagogical Political Project, Pedagogical Proposal and Pedagogical Intervention Project), in the period from 2014 to 2017, which recommends the current educational legislation about this modality, as well as defining if the management model identified in the documents contributes to the promotion and implementation of rural education, in addition to identifying the technological and environmental implications for the realization of secondary education in the Rural Education modality. To achieve these objectives, a bibliographic and documentary research was conducted, addressing the national and state legislations; In the latter case, the Operational Guidelines for the Operation of State Schools, which deal with the Rural Education modality. Data analysis is based on the content analysis described by Bardin. The present investigation revealed that, even considering the advances that promoted improvements in the High School of the Field, the strategies for the accomplishment and qualification of the teaching are still limited and insufficient in both schools, since the theorizations in the Pedagogical Political Projects, Internal Regulations, Pedagogical Intervention Projects and other projects developed from 2014 to 2017, do not concisely meet the current educational laws. Given the above, it is essential that the documents of the schools mentioned above are reviewed and reformulated, more specifically in relation to the didacticpedagogical and methodological practice, making clear the actions and strategies that will be implemented to meet a management and teaching model, starting from the cultural, social, environmental, political and economic particularities of this population.