Escolas do campo e o desenvolvimento de práticas agroecológicas alinhadas aos ODS em comunidades rurais de Canindé-CE.

Abstract

For many years, rural education has been neglected in educational policies, which contributed to children and young people not recognizing themselves as protagonists of their own learning process. Therefore, it is essential to promote a sense of belonging among rural individuals by integrating the contents of environmental education with the principles of rural education. Understanding education as a mechanism for social development, it should be conducted effectively, contextually, and meaningfully, aiming at transforming the society in which individuals are situated. In this context, the present study aimed to explore rural schools and the development of agroecological practices aligned with the Sustainable Development Goals (SDGs), understanding this reality in the rural communities of Canindé, drawing on references from authors such as Haydu (2019), Caldart (2015), and Souza (2020). To achieve this, a bibliographical review was conducted, encompassing studies on environmental education, rural education, and their interrelations.