Educação do campo: experiências metodológicas e suas contribuições ao curso técnico em agropecuária no Instituto Federal de Educação, Ciência e Tecnologia do Ceará- IFCE- campus Crato

Abstract

The present work sought to make a bibliographical and field study on the educational methodologies used by the education of the field and the possibility of re-signification and replication of these in the technical course in agriculture in the integral modality of the Federal Institute of Education, Science and Technology of Ceará- IFCE, campus Crato. Therefore, we analyze aspects of the emergence and historical, political and social context of rural education in Brazil and its main contrasts with current rural education. In addition, we have analyzed the curricular matrix of the course under study in the search to understand which type of student they are proposing to train and if such education is more related to the interests of the rural elite and Brazilian agribusiness, or the education of the field and its an ideal of struggle for land and resistance to great capital, for the political formation of people. The central objective is to describe some educational methodologies used by the rural education, seeking to know how these educational practices can contribute to agricultural technical education. It was also sought to identify the contribution of social movements linked to the struggle for land and the achievement of an education that in fact turns to the real desires of the peasants. Field research was of an exploratory, quantitative-qualitative nature, carried out in November and December 2017, with nine (9) students enrolled in the 2a. and 3a. series B class of the mentioned course and residents in rural communities of the municipalities of Crato, Nova Olinda and Porteiras in the Cariri region, south of the State of Ceará. Mixed questionnaires were used with open and closed questions which sought to verify if there is or not the use of some educational methodologies proper to the field education in the offered education and if the knowledge received by them are being applied or not in practical activities in their communities with a view to generating the permanence of these students in their localities by the generation of environmentally sustainable development. The main interlocutors who supported this work were ARROYO & MANÇANO (2004), BENJAMIN & CALDART (2000), MOLINA & AZEVEDO (2004). The results obtained showed that the technical education in agriculture carried out in the institution researched also has strong elements of traditional rural education and is little contextualized with the social practice of these subjects, which leads us to suggest the adoption of the pedagogical practice of pedagogy of alternation as a way to humanize the teaching offered in the course and to bring students, school and community closer to a better interaction of these in the quest for the quality of education and the sustainable development of these communities through acquired learning.