O desafio da política pública de educação do campo nas escolas de assentamento da reforma agrária no estado do Piauí

Abstract

The research aimed to analyze the development processes of the Rural Education Policy in agrarian reform settlement areas in Piauí accompanied by the Movimento Sem Terra – MST (Landless Movement). It is based on the reality that from the second half of the 1990s onwards, the debate and other discussions around Rural Education policy have intensified in Brazil and specifically the state of Piauí, with the leading role of rural social movements, combining the defense of education public, the struggles for agrarian reform promoting, among other results, the construction of nine schools in nine settlement areas in the State in 2007. As a consequence of this process, in addition to the creation of government bodies focused on formulating and monitoring the policy, the example of the Countryside Education Coordination (Coordenação de Educação do Campo), at the Piauí Department of Education, legal and regulatory frameworks were also approved regulating provision and service, such as the Operational Guidelines for Basic Education in Countryside Schools (Diretrizes Operacionais para a Educação Básica nas Escolas do Campo), Resolution CNE/CEB n.º 1/2002 and State Law No. 6,651/2015, which established the Rural Education policy in Piauí. The work was guided by the following research problem: how has the process of implementing the Rural Education policy in Piauí impacted on the political and pedagogical development of the management of rural schools, considering the founding principles of the Rural Education policy? In this attempt, the following specific objectives were outlined: to establish the theoretical and normative bases that underlie the Countryside Education Policy in Piauí and Brazil; b) analyze the relationship between theoretical, institutional, and practical aspects in the construction of Rural Education in Piauí; c) raise the repercussions of the process of implementing rural education policy in the schools involved in the research. The theoretical framework includes authors such as: Caldart (2003-2012); Franco (2003-2008); Gramsci (1978-1989); Saviani (1992, 2005, 2010, 2015); Oliveira (2002); Leite (2002); Paro (2002); Shiroma (2000); Mészáros (2005); Arelaro (2006-2012); Freitas (2012); Mainardes and Tello (2015, 2016); Frigotto (21995-2008); Molina (2004-2022) among others. In the methodological construction, the perspective of historical-dialectical materialism was adopted, articulated with the principles of participatory research, considering the direct impact of the researcher on the school process under analysis (Trivinos, 2008; Minayo 2010). Data production takes place in the context of three schools in agrarian reform settlement areas in Piauí, considered as rural schools, acquired and monitored by the Landless Rural Workers Movement (MST), one in 2004, and others from the year 2007, using the techniques of documentary research and interviews, involving technicians linked to the Department of Education, the Regional Education Management (Gerências Regionais de Educação - GRES) and representatives of the communities at the school councils. It was concluded that the rural education policy in Piauí is still not carried out on the school floor, despite the political-pedagogical and operational guidelines contained in its normative frameworks and the efforts undertaken in settlement schools monitored by the MST, thus indicating a delay that needs to be addressed, considering that these milestones have existed since 2002