The study was carried out in four rural schools: quilombola, rural settlement, rural and
riverside community, belonging to the municipalities of Abaetetuba, Acará, Cametá and
Mocajuba; all of the territory of Baixo Tocantins. Its objective was to map and analyze the
basic inputs needed to guarantee / ensure quality education in the rural schools, based on the
subjects' speech, aiming at the CAQCampo calculation. To do so, we carried out the survey of
the basic inputs needed for the education of the Tocantina Amazonian Field; organizing in
categories and showing the distance or proximity of these with the parameters established by
the opinion CNE / CED Nº 08/2010 and the references of the CAQi. To obtain the
information, collective interviews and focus groups were carried out, with subjects directly
involved with the schools, as well as form and observation in locus. The axes of analysis have
taken as guiding questions: what basic inputs are needed to guarantee / ensure quality
education in rural schools? From the perspective of the field subjects what would be the basic
inputs needed for the operation of quality schools? Are these inputs included in the CNE /
CED Opinion No. 08/2010 and in the Operational Guidelines for Basic Education in the Field
Schools Are there specific inputs in the rural schools? Are they covered in studies of costs of
school work? The research carried out the survey of the educational and financial data of the
municipalities, of the existing supplies in the schools, of the necessary inputs for a school
with a quality standard, of student-spending / year and the calculation of Cost-Student-Quality
for the rural schools (CAQ Field). The inputs considered in the survey were: facilities
(building and land), staff salaries (teaching and non-teaching staff); consumables; Personnel
(teaching and non-teaching), Goods and services, support to the political pedagogical project,
food, other inputs and cost in the central administration. For the calculation of student / year
expenditure and the CAQCampo of the schools studied, the monetary values of the inputs
were added and divided by the number of students attended. The analysis of the collected data
revealed that the schools surveyed do not have: furniture, equipment and didactic materials;
school transportation equipped and ensuring safety; sufficient school meals and educational
and training spaces that go beyond the classroom. The paper presents a range of questions that
can explain and compose the possible dimensions and indicators of quality, but which are not
generalizable to a larger set of schools. Of course, there are regularities, similarities and
aspects that are common and should be considered for schools located in the field. In general,
it has been found that the definition of a Cost-Student-Quality in education, especially in rural
education, remains a challenge, especially since such a discussion brings to light the
complexity, tensions and contradictions of the educational phenomenon in a country marked
by inequality. However, our study concluded that it is urgent that the municipal management
dialogue with the communities so that together they can plan the best way of access and
permanence of the students in the schools of the field. One can no longer implement public
policies, such as education, without knowing the reality of where the subjects live. For what
works in one particular community may not work in others, given the territorial specificities
present in these municipalities.
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