Educação do campo e a comunidade: um olhar para as práticas de educação contextualizada em uma escola municipal de Sumé - PB.

Abstract

Studies show that the Brazilian public school, idealized by the bourgeois state is still very far from offering a quality standard necessary for social, economic and cultural development to the citizens, so that these elements are reflected positively in Brazil. It is also considered that the model of public education offered by the State to the peasant populations in a country with a significant diversity and the vast geographic dimension, the situation is more worrisome. The purpose of the offer of education by the Brazilian State, its expansion and later its universalization, was to meet the obligations of the national capitalist system, which, as in all capitalist countries, it is in the interest of the workforce to be qualified. reason also seek to explore the capacity of reasoning and creativity of social subjects. How do we seek to find out What is the place of the experiences and peasant knowledge in contextualized education practices developed in a municipal school in Sumé - PB? Within this context, this study has as general objective to understand the place of the experiences and peasant knowledge in contextualized education practices developed in a municipal school in the rural area of Sumé - PB. As justification, the work is confirmed by the relevance of the theme, considering that dialoguing the paths of Field Education and the experiences built by social subjects is of paramount importance, mainly to discuss with the theoretical and practical conceptions in the most diverse areas of the environment educational. Methodologically the research can be characterized as being of a descriptive and qualitative nature, and also as a case study. As a result, it can be pointed out that the pedagogical proposals of the rural schools are disseminated as an essential instrument, because from such constructions it is possible to lead the way of the school, the role of the institution in the life of individuals, living with the community and the world around. In this school analyzed, it was possible to verify that, in fact, the teachers who teach in the final grades of Elementary School are engaged in contextualizing the contents that make up the school curriculum with the peasant experiences and knowledges, as they reveal in the notes described the importance of education to be ruled in the way of contextualization, that is, to relate local knowledge, community life with school practices.