Educação do campo: como as políticas públicas de convivência com o semiárido podem ser desenvolvidas no processo de ensino-aprendizagem na escola do campo.

Abstract

The cducation is broader than the school, bccause it is present in thc various movcmcnts and organization o f the peoplc, and it happens in ways. at ali leveis of formal education, non-formal organizcd by social movements, popular and informal characterizcd in lhe whofe contcxt in which it opcrates. So it should not be limited to the world o f the first letters, or content that does not contribute to the dcvclopment o f childrcn and youth o f lhe field to rescuc their self-estcem. Living with the semi-arid region is an altcrnative that seeks to get pcople to better knO\\ the region you Ih e in. to re-leam to li\e \\ ith thc soei o-em ironmental conditions in the region. This work results from the conccm of social movcments as a participant in that debate and fight tor public policies that providc quality of life and to stay in semi-arid, on factors such as thesc, we realize thc importance of diagnosing and cxamining how public policies tive in the semi-arid, can be developcd or included in thc teaching- learning in ficld schools in thc School Joseph Martin Elemental) School Cerpa de Menezes in the town of Barra de Santa Rosa I PB. Based on the theoretical concepts of Arroyo in 2004. Molina 2004 and Souta 2006, which rcpresent thc school field as a project feasible and necessal) to man the fteld. Bascd on the results \\C see that although the school is situated in thc countryside, tcaching is not thc fidd.