The challenges of Rural Education against Agribusiness: a case study in Sumidouro - RJ
ABSTRACT. This paper presents reflections about the challenges of implementing Rural Education in Sumidouro - RJ, an essentially agricultural municipality whose production is strongly linked to industrial capital and the education offered by schools is out of context with local needs. The methodolog...
| Autor: | |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Recursos: | Universidade Federal do Tocantins (UFT) |
| Repositorio: | Revista Brasileira de Educação do Campo |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.ufnt.acessoacademico.com.br:article/5492 |
| Acesso em linha: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/5492 |
| Access Level: | acceso abierto |
| Palavra-chave: | Agricultura Familiar Agricultura Capitalista Movimentos Sociais |
| Resumo: | ABSTRACT. This paper presents reflections about the challenges of implementing Rural Education in Sumidouro - RJ, an essentially agricultural municipality whose production is strongly linked to industrial capital and the education offered by schools is out of context with local needs. The methodology used was based on bibliographic review, documentary analysis and participant observation. It was identified that the Municipal Plan of Education of Sumidouro makes few references to the rural reality of the students, not contemplating much of the specific yearnings of this public. This fact is in line with the socio-environmental problems observed in the municipality, such as progressive soil erosion, contamination of water resources, rural producers' indebtedness and high levels of school dropout from the second elementary school segment, which makes Sumidouro one of the worst HDIs in the state. Therefore, it was concluded that it is necessary to prioritize Rural Education applied to Sumidouro Elementary School. Thus, it is necessary to learn from the example of the CEFFA in Nova Friburgo and to prevent the pressure of local economic interests and the MEC itself regarding the imposition of a common curricular basis, decontextualized with the principles of Rural Education. |
|---|