História da implantação da educação do campo na comunidade de São João da Barra Seca, Colatina-ES: implicações na emancipação social dos camponeses

Abstract

This research recalls the main historical landmarks of the Rural Education Movement at the national, state, municipal and, specifically, in the peasant community of São João da Barra Seca - SJBS, located in the municipality of Colatina - ES. Based on my life experience as a rural student, I had to leave my community to continue my studies. Therefore, I observed the organized movement of families living in the Valley of Santa Joana to include a school in that region. Consequently, I had the motivation to investigate the struggle trajectory this community had to fulfill this collective dream that lasted approximately two decades. To understand the local/community context, it was necessary to research the origin of the Rural Education Movement at the national level, subsequently with an approach focusing on the State of Espírito Santo. Therefore, it aims to investigate the historical processes of this movement in Colatina city- ES to know the history of the implementation of Rural Education in the Community of SJBS. Hence, it resulted in the construction of the Municipal Community Rural School "Fazenda Pinotti". The research methodology was based on a qualitative study. The study case was the strategy used to approach data collection and information about the theme investigated. The results revealed the dissatisfaction of the family residents in SJBS and Santa Joana Valley because their children have to study in distant schools with different realities from the rural context. This discontent began the moment their children embarked on school transport to travel long roads and in scrapped vehicles. Along with this, is the fact that schools disregard the rural context of these students. Thus, some students did not feel motivated to continue their studies and those who continued showed no interest in rural activity and adopted a rebellion posture. In addition, they did not identify themselves with the rural identity and culture. Therefore, consequently left the countryside resulting in the rural exodus. These constatations were realities experienced by many students and peasant families from all over Brazil. Due to this and other situations, the organized movements emerged to fight and claim for the guarantee of Public Policies in peasant territories, in this case, to Rural Education. The results of bibliographic, documentary, and field research were evidenced by the importance of these social organizations for the advancement and growth of Rural Education. This was evidenced at the national, state, municipal, and community levels, such as in the confrontations that this Teaching Modality found until it was consolidated as a right of the peasant population. Therefore, it is increasingly necessary to disseminate the mystical context of the movements organized on the floor of rural schools, in the formations of families and the school community. In this way, the Pedagogy of Rural Education will be cultivated in fertile soils and resistance in the peasant territories