Lugares institucionais do pensar e fazer da Educação do Campo: uma rede construída de várias redes.

Abstract

This article stems from our doctoral thesis, which objective was to understand the pedagogical practices that develop in rural basic schools, which are afiliated to political-pedagogical and epistemological discourse of Rural Education, put into circulation by different social organizations, especially from the 1990s on in Brazil. The exploratory study aimed to map initiatives of the rural education. As a result it was delimited the institutional places which develop the design and pedagogical practice of Rural Education and it was expanded the understanding of the pedagogical practices of Rural Schools, evidencing a network composed of multiple networks that make up the pedagogical and epistemological political movement of Rural Education in its heterogeneity and its traces of similarities challenging the hegemonic development paradigm and urban centric and decontextualized school model of the Rural Brazilian reality.