The main objective of the research was to analyze what was done in the field schools, in view
of the adequacy of their pedagogical proposals to the field education debate. For this, it had as
problematization: how to think about education that occurs in the rural area of Miracema do
Tocantins, situated in the process of development of capitalism in the countryside, in the
context of the interests of the peasants? And what are the possible articulations between work
and education in the educational and school experiences carried out by agricultural schools?
These questions were assumed as the object of this study. This qualitative research used as a
procedure the bibliographic study and a field research to answer the questions raised. And, to
achieve the objectives of this paper, follow some methodological steps, read texts about the
process of capitalism, authors such as Moura (2016), Miranda (2016), Gorender (1987), about
education in the field, Ghedin (2012), Molina (2004), in addition to documents such as
opinions, decisions. For a field research on the basis of the Federal Law of 1988, the LDB, the
documents offered by the Municipal Secretariat of Education, the Pedagogical Political
Project and the Pedagogical Proposal of the unit. This work starts from the sociocultural
assumption that is the human being is builder and built by their social and cultural
interactions. Although the population of settlers in the region of Miracema do Tocantins does
not weigh heavily in relation to the total population of the region, effective participation in
quality education is not only the responsibility of the municipality, but also the state. A school
in the countryside is a way of ensuring respect for local cultures. The appreciation of the
history and the relevant social functions of the people who live in rural areas should be
displayed in the space in which they live, either in compliance with existing legislation or in
the improvement and strengthening of new norms.
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