The objective of this study was to map the reality of the Basic Education of the and in the
Field in the state of Tocantins – from a bibliographical and documentary research and
considering the settlement schools, quilombos communities remnant, indigenous territories,
rural communities and agricultural family – with regard to the number of school units and
enrollment, teaching conditions and public policies aimed at this education category. In order
to achieve this, the following specific objectives were pursued: conduct a survey the state's
basic education schools in the field, as well as verifying the quantitative of these school units
and their enrollments; as well as to describe the conditions of basic education teaching in
these schools, identifying the public policies aimed at the educational service of peasants.
This is a descriptive-analytical, predominantly qualitative approach, and as strategies and
procedures for data collection the present study was organized in stages: i) a review of
bibliographies related to the object and subject of study, such as: the Brazilian peasantry and
its formation, the conflicts of the struggle for land and social movements; Rural Education
and Field Education; Field Education – references, traits and principles; Field Education in
Brazilian legislation; The Basic Education of the Field; Public policies for the field and for the
Education of the Field and, finally, a little of the locus of the research, the State of Tocantins;
ii) collection of documents (resolutions, ordinances, censuses, among others) related to the
Basic Education of the Field in Tocantins in the years of 2013 to 2016; iii) description and
systematization of collected data; and, iv) analysis and discussion of information. The data
collected and analyzed indicate that, the Field Education in Tocantins, is still in the process of
construction. There are a large number of schools that – even though they are in the rural
areas – cannot be considered as "field schools”, but "in the field". For the most part, they are
institutions that are not thought out and created by social movements and people living in and
out of the country, follow an urban curriculum and do not comply with the guidelines for the
Field Schools. In addition, issues such as infrastructure (classrooms, libraries and laboratories,
leisure areas, etc.), logistics (school transport), teacher training of the professionals that work
in these spaces, and design and teaching proposal (Alternation Pedagogy) are far from the
minimum quality required for its operation.
|
