Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e11863
Tocantinópolis/Brasil
v. 6
e11863
10.20873/uft.rbec.e11863
2021
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Countryside Education and Psychology: possibilities and
limitations of dialogs engaged in the fight for rights
Maria Isabel Antunes-Rocha
1
, Marcelo Loures dos Santos
2
1
Universidade Federal de Minas Gerais - UFMG. Departamento de Ciências Aplicadas à Educação. Avenida Antônio Carlos,
6.627, Pampulha. Belo Horizonte - MG. Brasil.
2
Departamento de Educação. Universidade Federal de Ouro Preto - UFOP.
Author for correspondence: isabelantunes@ufmg.br
ABSTRACT. Psychology, as a science, is linked to each
time/place where it produces and reproduces its theoretical and
practical references. In that sense, it can be said that its presence
in the discussion about providing schools to peasant populations
carries the marks of the dispute between the projects of school,
countryside and society in each period of history. This article is
an effort to identify and discuss the academic productions that
articulate Psychology with Countryside Education and Rural
Education. For the development of the research, references were
sought in papers from the SciELO platform and the database of
CAPES' dissertations and theses. During the stage of
systematization and analysis of the material, it can be observed
that, among other results obtained, Psychologists have been
concerned with adapting and/or recreating theories to interact
with educational issues in the countryside, and that, these days,
peasant individuals have taken over the authorship of the
research produced, playing a leading role in the production of
knowledge about their lives. As a conclusion, the data obtained
seem to point to the presence of the interaction with theoretical
frameworks considered as critical in Psychology, as well as the
emergence of new theoretical possibilities such as the
formulation of the perspective of Social Representations in
Motion.
Keywords: rural education, countryside education, psychology,
educational psychology, social representations in motion.
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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Educação do Campo e Psicologia: possibilidades e limites
de diálogos comprometidos com a luta por direitos
RESUMO. A Psicologia como ciência vincula-se a cada
tempo/espaço em que produz e reproduz suas referências
teóricas e práticas. Nesse sentido, pode-se dizer que sua
presença na discussão sobre a oferta escolar para os povos
campesinos traz as marcas da disputa entre os projetos de escola,
de campo e de sociedade em cada período histórico. O objetivo
deste artigo é identificar e discutir as produções acadêmicas que
articulam a Psicologia com a Educação Rural e com a Educação
do Campo. Para o desenvolvimento do trabalho, buscou-se
referências em artigos publicados na plataforma SciELO e na
base de dissertações e teses da CAPES. Na sistematização e
análise do material, observa-se que, entre outros resultados
obtidos, os psicólogos vêm se preocupando em adaptar e/ou
recriar teorias para dialogar com as questões educacionais no
campo, e que, na atualidade, os sujeitos campesinos têm
assumido a autoria da produção de pesquisas, sinalizando para
um protagonismo na produção do conhecimento sobre suas
vidas. Como conclusão, considerou-se que os dados obtidos
sinalizam a presença do diálogo com marcos teóricos
considerados como críticos na Psicologia, além da emergência
de novas possibilidades teóricas, como a formulação da
perspectiva das Representações Sociais em Movimento.
Palavras-chave: educação rural, educação do campo,
psicologia, psicologia da educação, representações sociais em
movimento.
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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Educación del campo y psicología: posibilidades y límites
de los diálogos comprometidos con la lucha por los
derechos
RESUMEN. La psicología como ciencia está ligada a cada
tiempo/espacio donde produce y reproduce sus referentes
teóricos y prácticos. En este sentido, se puede decir que su
presencia en la discusión sobre la oferta escolar para los pueblos
campesinos trae las marcas de la disputa entre los proyectos
escuela, campo y sociedad en cada período histórico. El objetivo
de este artículo es identificar y discutir las producciones
académicas que articulan la Psicología con la Educación Rural y
la Educación del Campo. Para el desarrollo del trabajo se
buscaron referencias en artículos publicados en la plataforma
SciELO y en la base de datos CAPES de disertaciones y tesis.
En la sistematización y análisis del material, se observa que,
entre otros resultados obtenidos, los psicólogos se han
preocupado por adaptar y/o recrear teorías para dialogar con
temas educativos en el campo; y que en la actualidad los sujetos
campesinos han asumido la autoría en la producción de
investigación, señalando un rol protagónico en la producción de
conocimiento sobre sus vidas. Como conclusión, se consideró
que los datos obtenidos señalan la presencia de diálogo con
marcos teóricos considerados críticos en Psicología, así como el
surgimiento de nuevas posibilidades teóricas como la
formulación de la perspectiva de Representaciones Sociales en
Movimiento.
Palabras clave: educación rural, educación del campo,
psicología, psicología educacional, representaciones sociales en
movimiento.
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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Introduction
This article is an effort to identify
and discuss how theoretical references
produced in the study of Psychology have
been appropriated by Countryside
Education, focusing on the works produced
from the perspective of Social
Representations in Motion (SRM).
Countryside Education has been taking the
form, over the past 25 years in Brazil, of a
movement of fighting, conquest of legal
landmarks and development of practices.
That trajectory is anchored on three
principles: the leading role played by
peasant individuals and their contexts, the
fight for an education as a right and the
engagement in a project of school
associated with a project of countryside
and society under an emancipatory
perspective.
As a fighting movement, it is
possible to see the network of centers,
forums, councils and committees, both
local and regional, that articulate
themselves through the Brazilian National
Countryside Education Forum (Fórum
Nacional da Educação do Campo,
FONEC). The conquest of legal landmarks
is, beyond any doubt, one of the results of
mobilizing those people, social
organizations and institutions. The
Brazilian National Program for Education
in Land Reform (Programa Nacional de
Educação na Reforma Agrária,
PRONERA), the Brazilian National
Program for Countryside Licentiateships
(Programa Nacional das Licenciaturas do
Campo, PROCAMPO) and the
Countryside School Program (Programa
Escola da Terra) are the result of the
mobilization of Countryside Education as a
fighting movement. This is also important
to point out the production of knowledge
developed in the academic centers
associated with the movement as one of the
practices that contribute with the
theoretical, conceptual and methodological
strengthening of the principles, creating
possibilities for Countryside Education to
be defined as an analytical reference
(Molina, Antunes-Rocha & Martins, 2019).
We know as a fact that Countryside
Education dialogs with different theoretical
references, such as Historical-Critical
Pedagogy and Historical Dialectical
Materialism, as well as other areas of
knowledge, such as Geography, Sociology,
Anthropology, Economics and
Agroecology, to name a few. In that
scenario, the question presented in this text
is how the dialog between Countryside
Education and Psychology has been taking
place. Theoretical references that guide
Psychology present themselves in an even
more diversified way than Countryside
Education, to the point that Bock (2002)
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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considers the name “Psychologies” as
more appropriate. At times, those
theoretical frameworks start not only from
principles that are different, but mutually
exclusive in many situations, which can be
understood through their historical
insertion in Brazil from the late 19
th
century, a moment of economic, political,
social and cultural tensions both in the
rural and urban spaces. Specialized
literature reveals that the practices of
Psychologists, since then, have given
priority to issues from the urban space, and
only after 1970 have theoretical and
practical works emerged in association
with the rural population (Leite &
Dimenstein, 2013). If that statement is
consistent with fields of experience such as
mental health in companies and education
as a whole, the same is not valid as a
general rule with respect to Rural
Education.
That happens because Psychology is
present in rural education since the early
20
th
century. At this point, Helena Antipoff
(1992) and Manoel Bergström Lourenço
Filho (1953) deserve mention, as educators
engaged in the Pedagogical Ruralism
Movement. Under the limitations of time,
space, concepts, as well as political
limitations of their time, those
Psychologists (so they became known in
the specialized literature) pointed to
possibilities for working in the
psychological field not restricted to the use
of tests. Even with the use of that
procedure, they sought, in the Brazilian
reality, elements to create tests that are
suitable to the local culture.
Between 1940 e 1980, a gap can be
observed in the records about the work of
Psychologists in the countryside
educational context, but it is known that,
during that period, Rural Education went
through a period which Paraíso (1996)
called “field of silence”. After Federal
Decree no. 8529 (Organic Law of Primary
Education, 1946) was enacted, local
governments became responsible for
providing Elementary and Middle School
Education to the rural population. From
that moment, school access was marked by
physical and pedagogical precariousness. It
was not until the 1980s that school access
to rural populations came back to the
debate, anchored on the fight for the return
to the democratic rule of law. The
implementation of integrated rural
development programs for the rural
population allowed the contact with their
reality, bringing the first questions into
light (Antunes-Rocha, 2012).
The Countryside Education
Movement appeared in that context.
Individuals fighting for the land began to
denounce difficulties that their children
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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faced in having access to school; when
they finally did, they had to struggle with
precariousness. It was the understanding
that such situation did not result from the
absence of public policies, but rather from
the intentionality of the existing ones,
which brought individuals in the
countryside to call educators, universities
and government bodies to a debate on that
issue (Kolling, Nery & Molina, 1999).
Also noteworthy is the dialog with the
Pedagogy of Alternation Movement, which
gave rise to the exchange and widening of
forms of knowledge (Begnami, 2019). The
conquest of policies produced a variety of
formative practices in different academic
levels and modes in both Basic Education
and Higher Learning schools under
different contexts, such as settlement areas,
as well as quilombolas, extrativism areas,
riverside regions e areas affected by dam
disasters, to name a few. Another
consequence was the implementation of
licentiate undergraduate courses in
Countryside Education, made regularly
available in universities (Molina & Hage,
2015).
That context has encouraged
Psychologists to present their
contributions, especially in licentiate
undergraduate courses in Countryside
Education, developed since 2012 in higher
learning institutions and continued
education courses (Molina & Martins,
2019). Those practices, in turn, resulted in
the production of knowledge, evidence
through research papers, dissertations,
theses, articles, book chapters and
presentation of works in events. For this
text, references were sought in the SciELO
platform’s database and in the Catalog of
Dissertations and Theses of the
Coordination for the Improvement of
Higher-Learning Students (CAPES), in an
attempt to identify works developed under
Psychology’s theoretical frameworks. In
the process, some research works were
found that formulate the analytical
perspective called Social Representations
in Motion (SRM) as a construction
resulting from the dialog with the
individuals’ questions and needs and from
the countryside context in the training and
practice of teachers.
To come to that point, however, it
was appropriate to make a quick summary
of the work developed by Lourenço Filho
(1953) and Helena Antipoff (1992) over
the decades of the 20
th
century, given the
relevance of the fact that they both worked
in the context of social movements and
had, among their practices, the
understanding that rural schools must be
associated with a project of countryside
and society. This is important to note that,
by pointing to the retrieval of such
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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experiences, the intent is to evidence the
processes of continuation and rupture
present in the history of providing school
to countryside populations in Brazil.
Likewise, a survey was presented, although
incipient and limited to articles published
in journals indexed in the SciELO platform
and in CAPES’ Catalog of Dissertations
and Theses, considering the correlation
between the keywords “Psychology and
Countryside Education” or “Social
Representation
i
and Countryside
Education”.
Dialogs between Psychology and Rural
Education
To talk about countryside
populations, Psychology and Education in
Brazil demands the retrieval of the
experience developed by Lourenço Filho
and Helena Antipoff in the early 20
th
century. This is because both educators
played a crucial role in the direction taken
by educational practices and policies
implemented in rural areas through their
engagement in the movement known as
Pedagogical Ruralism. In that context, they
left a significant legacy to Educational
Psychology in Brazil.
Manoel Bergström Lourenço Filho
(1897-1970), based on his formative years
in the Elementary Teacher’s School of São
Paulo, had contact with Psychological
science through courses taken both in
Brazil and abroad. In that trajectory, he
took on the chairs of Psychology and
Pedagogy in the same institution where he
graduated and, from that point, he became
one of the main articulators in the
implementation of Psychology laboratories
in different regions of Brazil. In 1928 he
designed the ABC Test, considered, at that
moment of history, an instrument that
could be used in all population groups
(Sganderla & Carvalho, 2008). Even
though the test has contributed to classify
and stigmatize the differences of
promptness levels, it is a historical
landmark in Brazilian Educational
Psychology, considering that its
formulation process was based on the
Brazilian context.
After that, Lourenço Filho appears as
a member of the group of educators that
formulated the Pedagogical Ruralism
Movement in its first acts, a work that
enabled him to get involved in the debates
about curricular conception, formative
development of teachers, forms of
space/time organization of administrative
and pedagogical management. His
participation is significant in the
organization of the congresses of rural
education, in the group that formulated,
demanded and created the Rural
Elementary Teachers’ Schools (Lourenço
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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Filho, 1953). At that moment, he defended
a special school network that would ensure
universal access to teaching and value the
knowledge produced by countryside
individuals. That position made him take a
stand against the group that was designing
a rural school with exclusive focus on that
reality (Antunes-Rocha, 2012).
Educator Helena Antipoff (1892-
1974), in turn, arrived in the State of Minas
Gerais with the mission of organizing the
public school system. Her academic
background in Europe had taken place in
the first laboratories associated with the
research in Psychology and Education,
such as those of Alfred Binet and Édouard
Claparède. With that experience, she got
involved in the organization of the
educational system of the state of Minas
Gerais, having her eyes centered upon the
references from the New School and
Psychology. In that perspective, she
implemented the Laboratory of Psychology
at the Institute of Education, designed the
test known as “My Hands” (Minhas Mãos),
established an educational experience
called the “Rosary Farm” (Fazenda do
Rosário), the Rural School Museum, the
Service of Technical Guidance for Rural
Education (SOTER) and the Rural
Education Higher Learning Institute
(ISER). In that space, she developed
practices for research, teaching and
intervention, associating Psychology with
the processes of continued training and
assistance to children with learning
difficulties for teachers (Augusto & Rocha,
1994).
The Psychologist and Educator made
a significant contribution in the production
of knowledge and practices related to the
formative development of teachers who
work in schools located in rural contexts.
The fourth volume of the “Coletânea de
Obras Escritas de Helena Antipoff
(Collection of Works Written by Helena
Antipoff)”, with the title of “Rural
Education” (Antipoff, 1992), makes a
synthesis of that production (1940 to
1970). Also noteworthy is her concern with
topics related to Environmental Education,
Craftwork and Music, marked by the
continued attempt to organize a curriculum
based on the rural context. An analysis of
one of her texts shows that Helena
Antipoff defended the development of a
rural education model that could contribute
to ensure the insertion of the Brazilian
rural population in the modern and
democratic society. In her view, the rural
context was a space for teaching/learning
that ensured an education focused on the
“physical and moral blooming of the
student youth” (Antipoff, 1992, p. 171).
However, that positive view with respect to
the Brazilian rural context did not keep her
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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from criticizing the problems faced by that
part of the population.
The means are missing there (in the
rural context), more and more, to
provide the population with housing,
water, food, fuel, electricity,
transportation, health care and
school, jobs and a decent livelihood
(Antipoff, 1992, p. 9).
This is urgent to focus the attention
on those two thirds of the population
who, in Brazil, find themselves
almost totally left on their own, i. e.,
countryside individuals, by helping
them, with modern means, to stay
where they were born, or to settle
down in lands and climates more
suitable to their crops (Antipoff,
1992, p. 10).
In that sense, Helena Antipoff points
to the role that could be played by rural
teachers during the teaching-learning
process, considering them as “agents of
social progress”, with the “social role of
building productive and more equitable
forms of collective life” (1992, p. 113).
However, she acknowledged the precarious
situation of the schools:
How can we know about that school,
lost in the farms, hidden behind the
hills, with no roads, no direct path,
no people visiting them? How can we
know about small, isolated schools,
the existence of which we barely hear
about, through precarious and
abstract statistics? (Antipoff, 1992, p.
45).
Lourenço Filho and Helena Antipoff
worked until the 1970s, through the period
known as “field of silence” (Paraíso, 1996)
in Brazilian rural education. Starting from
1940, public policies defined that local
governments would be responsible to
provide education to the rural population.
With that guidance, the proposals of
Pedagogical Ruralism lost force in the
context of national debates, but both
educators remained engaged with rural
education. Antipoff focused her actions at
the Rosary Farm and attempted to make
partnership with local governments to
maintain the program of continued training
for teachers. Lourenço Filho remained
involved with some Rural Teachers’
Schools already established and kept
publishing material related to the training
of teachers working in rural areas
(Antunes-Rocha, 2012).
There are many ways to analyze the
work of both educators. The option made
in this text is to evidence that both of them
articulated their works as Psychologists in
the context of the fight for implementation
of schools in rural areas. With that in view,
they contributed in the foundation and
mobilization of the Pedagogical Ruralism
Movement, directing their propositions
toward a school project aligned with a
democratic project of countryside and
society, similar to what other progressive
intellectuals in Brazil had designed. In
addition to that, they both established a
relation with the pedagogical proposal
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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called New School, which, at that point,
was seen as a possibility to overcome
practices considered as traditional in
education. It is possible to claim that one
of the weak points of the proposals of both
educators, as well as of Pedagogical
Ruralism itself, is that they were anchored
on the dialog with government entities, but
without an effective participation of rural
populations. That was how, with the
political changes in the management of the
country, those ideas and practices were
weakened as public policies (Campos,
2012).
From 1970, the struggles for political
opening started and, with them, the
involvement of Psychologists in actions of
popular education, community
mobilization and support to groups
engaged with the fight for rights came
along. The advent of Community
Psychology as a field of work and a
conceptual and methodological field is,
beyond any doubt, a reference to subsidize
the works (Campos, 2012). In that period,
no publications about the work of
Psychology in rural education were
observed, but a significant production was
made about the activities developed with
groups of family farmers in different
regions of Brazil (Ximenes & Moura
Júnior, 2013). This is important to point
out that the creation of the Unified Health
System in Brazil, in the mid-1980s, led
Psychology professionals to small
localities, bringing them to a closer contact
with countryside populations and
producing reflection about topics related to
mental health (Ribeiro, 2013).
In that same period, the rise of social
movements and rural workers’ unions
increased the presence of Psychology, with
its different theoretical and methodological
contributions, through actions developed in
governmental and non-governmental
organizations having work proposals
associated with the concern about
articulating psychological knowledge with
the project of emancipatory fight of the
individuals. The books organized by Leite
and Dimenstein (2013) and Dimenstein et
al. (2016) evidence a variety of works that
approach topics related to the needs of
countryside populations in the process of
fighting for the construction of forms of
production and reproduction of life in a
sustainable and emancipatory way.
With regard to Psychology
references that dialog with school access in
the countryside context, during the survey
of bibliographic material, a significant
number of works was found, developed
under the concept of Rural Education,
especially between 1980 and 2000. With
focus on the purpose of this work, priority
was given to those in which the term
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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“Countryside Education” was found,
whether in the title, in the abstract or in the
keywords. That because, in their fight for
the right to education, those countryside
individuals demand tools for the
understanding and overcoming of material
and symbolical conditions that disqualify
their very existence, so that they can
understand how this process was
internalized in their personal and collective
trajectories, and to deal with the challenges
of collective practices, including aspects
related to leadership, management,
assessment, planning and evaluation of
their activities, to name a few. Such
demands are, for the most part, related to
the field of study of Psychology.
Therefore, this study is an attempt to
contribute with the systematization,
although incipient, of that which has been
produced, in order to bring about
reflections that may widen, strengthen and
qualify the dialog between Psychology and
Countryside Education, understood as a
movement associated with countryside
individuals.
Dialogs between Countryside Education
and Psychology
For a better understanding of the
current situation of the dialog between
Psychology and the Countryside Education
Movement, a bibliographic survey was
carried out in magazines listed on
SciELO’s database and in CAPES’ Catalog
of Dissertations and Theses, between 2010
and 2020. For that purpose, the term
“Countryside Education” was used, linking
it to the keywords “Historical-Cultural
Psychology” and “Social Representations”.
The authors’ decision for those keywords
was motivated by the finding that, in a
preliminary analysis, other references were
not found, which does not mean that they
did not exist, but only that they were not
accessed.
A total of 6 articles were identified in
SciELO’s database, 4 of which through the
linking between “Countryside Education”
and “Psychology”. Through the pairing
with “Historical-cultural Psychology”, one
article was found which expressly
mentions that reference, but had also
already been found in a former survey. By
adopting the term “Social
Representations”, in addition to one article
already found in the first survey, two
others were found, making it three articles.
All articles found were published in
Psychology magazines, distributed as
follows: “Revista Psicologia Escolar e
Educacional” (2), “Revista Psicologia e
Sociedade” (1) and “Fractal - Revista de
Psicologia” (1). In the survey about the
Theory of Social Representations and
Countryside Education, the magazines
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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found belonged to the area of education:
“Revista Brasileira de Educação Especial”
and “Educação em Revista”. Table 1
shows the list of authors, titles, periodicals
and year of publication.
Table 1 – List of articles published in periodicals.
nº
Author(s)
Title
Magazine
Year
1
Azevedo, Alessandro
Augusto de
“Working with the arms and the head
to see the future...”: representations
about education from settled land
reform rural workers
(“Trabalhar com os braços e a
cabeça para ver o futuro...":
representações sobre educação a
partir de trabalhadores rurais
assentados da reforma agrária)
Educar em Revista
2011
2
Dias, Alesandra Cabreira;
Dias, Gilmar Lopes;
Chamon, Edna Maria
Querido de Oliveira
Social Representation of Countryside
Education for Teachers in Formative
Development
(Representação Social da Educação
do Campo para Professores em
Formação)
Psicologia &
Sociedade
2016
3
Palma, Debora Teresa;
Carneio, Relma Urel
Carbone.
A Social Look into Intellectual
Deficiency in Countryside Schools
from the Concepts of Identity and
Diversity
(O olhar social da Deficiência
Intelectual em Escolas do Campo a
Partir dos Conceitos de Identidade e
de Diferença)
Revista Brasileira
de Educação
Especial
2018
4
Bezerra, Delma Rosa dos
Santos; Silva, Ana Paula
Soares da.
Countryside Education: appropriation
by school teachers from a settlement
(Educação do Campo: apropriação
pelas professoras de uma escola de
assentamento)
Psicologia Escolar e
Educacional
2018
5
Bauchspiess, Carolina;
Pedroza, Regina Lúcia
Sucupira
Psychology and Educational Policies:
the State and Knowledge in Graduate
Courses at the Brazilian Federal
District (2006-2014)
(Psicologia e Políticas Educacionais:
Estado e o conhecimento nas Pós-
Graduações do Distrito Federal
(2006-2014))
Psicologia Escolar e
Educacional
2020
5
Ramos, Márcia Mara
Popular education: an instrument for
formative development, fight and
resistance in the Brazilian Landless
Workers’ Movement
(Educação popular: instrumento de
formação, luta e resistência no
projeto educativo do MST)
Fractal: Revista de
Psicologia
2020
Source: SciELO Database.
Two of the articles presented stand
out for representing this movement within
Psychology with respect to the theme of
Countryside Education. It can be said that
both of them are an attempt to understand
how Countryside Education was
apprehended by teachers and would-be
teachers.
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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The article by Bezerra and Silva
(2018) approaches the perspective of
teachers in a settlement of the Brazilian
Landless Workers’ Movement as to the
limitations for the appropriation of
educational policies, having Historical-
Cultural Psychology as their reference,
starting from the senses and meanings
produced by those teachers about
Countryside Education, with field
observations and semi-structured
interviews. The main limitations identified
by the teachers were the guidance of their
works under the perspective of
Countryside Education, the relation with
educational managers, the relation with the
political-pedagogical project and the
curriculum, as well as pedagogical
practices. The article establishes a dialog
between reference authors in Countryside
Education and Historical-Cultural
Psychology, giving a leading role to
Countryside Education as an area of work
and a field of knowledge in their research.
The article by Dias et al. (2017)
studies the social representations about
Countryside Education in teachers who
were also undergraduates in Countryside
Education licentiateship course. Semi-
structured interviews were made, analyzed
with the support of a software program for
the construction of the main discourse
classes. The analysis of the data was based
on the Theory of Social Representations.
Countryside Education is the article’s main
object of study, using its references as a
matrix for the understanding of the data,
and the Theory of Social Representations
as analytical instrumental tool.
In the survey from CAPES’s Catalog
of Dissertations and Theses, with the
keywords “Countryside Education” and
“Historical-Cultural Approach”, 18 works
were identified, 13 of which being master’s
dissertations and 5 of which doctoral
theses. After associating them with the
term “Social Representations”, 35 works
were found in that database, of which 28
are master’s dissertations and 7 are
doctoral theses. With the term
“Psychology” we found 30 works, 20
master’s dissertations and 10 doctoral
theses. Excluding duplicate works, a total
of 76 works were found, 57 master’s
dissertations and 19 doctoral theses. In
terms of higher learning institutions, most
works were developed at the Federal
University of Minas Gerais, University of
Brasília, Federal University of Recôncavo
Baiano, Federal University of Rio Grande
do Sul, University of São Paulo, Pontifícal
Catholic University of Rio Grande do Sul,
Federal University of Vales do
Jequitinhonha e Mucuri and Oswaldo Cruz
Foundation.
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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In terms of theoretical references, the
Historical-Cultural Approach and the
Theory of Social Representations were
noted as prevalent, both of which
considered references from a critical
perspective of Psychology. The presence
of the analytical perspective of Social
Representations in Motion (SRM) was also
observed, putting itself as a construction
arising from issues and demands
formulated by peasants in their fight for
Countryside Education. From the survey
performed, it became relevant to open a
specific topic to present, in greater detail,
SRM as a reference.
Social Representations in Motion
(RSM): constructing references from the
experience with peasants
The term SRM came from the
reflections and questions about the
licentiate undergraduate course in
Countryside Education (LECampo), from
continued development courses for public
school teachers and from research works
developed in the perspective of
Countryside Education that could be
worked upon from the point of view of the
Social Representation Theory (Moscovici,
1978). The construction of the analytical
perspective started from the research
performed between 1995 and 2004 with
teachers working in rural schools located
in family farming areas and settlements
(Rocha, 1995, Rocha & Soares, 2002).
Since then, a significant amount of
research works has been developed, the
result of which, after systematization,
made it possible to create the term SRM. In
2018, the reflections up to that point
resulted, according to Jodelet (2018), the
emergence of a new approach under the
Theory of Social Representations.
The history of how the SRM
approach was constructed shows that the
first reflections on that issue emerged from
the identification, in the teachers’ structure
of representation, of a disqualification of
the peasant way of life taking two forms.
Teachers would, at times, depreciate, and
at times idealize the peasant population’s
way of life and/or ability to learn. In
studies with teachers who worked in
settlements, the researchers identified the
disqualification present in the work’s
onset. As the experience progressed, some
teachers had gone in another direction,
trying to change their representations, and
others, even after a significant time, held
on to the disqualifying contents (Antunes-
Rocha, 2012).
The dialog with the Theory of Social
Representations proposed by Moscovici
(1978) brought to life the concept of “non-
familiar”. In that context, the author
observes disqualifying social
representations as “things that have not
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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been classified, do not have a name, are
weird, do not exist and, at the same time,
are threatening” Moscovici (1978, p. 61).
In accordance with Moscovici’s guideline
(1978, p. 59), that, “when studying a
representation, we should always try to
find out the non-familiar motivating
characteristic”, attempt was made to find
out what was not familiar to students and
what caused the disqualifying matrix of the
teachers’ representations.
With that analytical key, the
researchers realized that teachers, at the
moment of the interview, followed took
three different directions: some of them
held on to their way of thinking, that
students were not entitled to the land;
others started a reflection about the
legitimacy of that assertion, and some had
already overcome that perspective. The
results also show that teachers who had not
changed their representation made efforts,
working for new knowledge to back up
their arguments. Thus came to light the
idea that social representations are in
motion, even if some movements were
made in the attempt to make them remain
as they were before, when challenged by
new situations.
As of 2010, other researchers showed
interest in the social representations in
motion and developed their works in two
undergraduate licentiateship courses in
Countryside Education, in Family Farming
Schools and in public elementary schools.
Until 2020, among papers, dissertations,
theses, post-doctorate and professional
research works, a total of 19 research
works have been recorded (Table 2). Those
studies made it possible to understand the
challenges faced by students who entered
higher learning institutions to become rural
teachers, as well as experienced teachers,
to use the reference matrix of Countryside
Education with its principles, concepts and
practices.
Table 2 – Theses and dissertations concluded in the perspective of SRM.
No.
Name
Type
Title
Year of
Conclusio
n
1
Lucimar Vieira
Aquino
Academic
Master’s
Degree
Social Representations of undergraduate
licentiateship students of Countryside Education
about the Reading of academic texts
(Representações sociais de educandas e educandos
do Curso de Licenciatura em Educação do Campo
sobre a leitura de textos acadêmicos)
2013
2
Luciane de Souza
Diniz
Academic
Master’s
Degree
Social Representations about Countryside Education
constructed by undergraduate licentiateship students
of Countryside Education
(Representações sociais sobre a Educação do Campo
2013
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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construídas por educandos do Curso de Licenciatura
em Educação do Campo)
3
Cristiene Adriana
da Silva Carvalho
Academic
Master’s
Degree
Social Representations about artistic practices of
undergraduate licentiateship students of Countryside
Education
(Representações sociais sobre as práticas artísticas
dos educandos do curso de Licenciatura em
Educação do Campo)
2015
4
Roberto Telau
Academic
Master’s
Degree
The process of teaching/learning in the Pedagogy of
Alternation of the CEFFAs: a study in the perspective
of the teachers’ social representations
(O processo de ensino/aprendizagem na Pedagogia
da Alternância dos CEFFAs: um estudo na
perspectiva das representações sociais dos
educadores)
2015
5
Alessandra de
Jesus Meira Leão
Professional
Master’s
Degree
Teachers and Countryside Education at the
Municipality of Francisco Sá/MG: a study in the
perspective of the Theory of Social Representations
(Professores e Educação do Campo do Município de
Francisco Sá/MG: um estudo na perspectiva da
Teoria das Representações Sociais)
2016
6
Ellen Vieira
Santos
Professional
Master’s
Degree
Countryside Education and Public Policies:
experiences, interactions and interventions of the
Rural Workers’ Union
(Educação do Campo e Políticas Públicas:
experiências, vivências e intervenções do Movimento
Sindical dos Trabalhadores e Trabalhadoras Rurais)
2016
7
Luiz Paulo Ribeiro
Regular
Doctorate
Social Representations about violence: a study with
undergraduate licentiateship students of Countryside
Education
(Representações sociais sobre a violência: um estudo
com educandos do Curso de Licenciatura em
Educação do Campo)
2016
8
Naiane Dias Nunes
Professional
Master’s
Degree
Social Representations of the labor union movement
by undergraduate licentiateship students of
Countryside Education
(Representações sociais dos estudantes do curso de
Licenciatura em Educação do Campo sobre o
movimento sindical.)
2017
10
Cristiene Adriana
da Silva Carvalho
Regular
Doctorate
Social Representations about artistic practices: a
study on the work of countryside teachers
(Representações sociais sobre as práticas artísticas:
um estudo sobre a prática docente)
2017
11
Welessandra
Aparecida Benfica
Regular
Doctorate
The writing of students in the formative process to
work in countryside schools under the perspective of
social representations
(A escrita de educandos(as) em formação para
atuação nas escolas do campo na perspectiva das
representações sociais)
2017
12
Elisabeth Moreira
Gomes Barroso
Regular
Doctorate
Writing in the formative process of countryside
educators: a study under the perspective of social
representations
(A escrita na formação de educadores do campo: um
estudo na perspectiva das representações sociais)
2018
13
Luiz Paulo Ribeiro
Post-
Doctorate
Identity and Social Representations: evidences and
correlations from research in the field of Education
(Identidade e representações sociais: evidências e
correlações a partir de pesquisas da área da
educação)
2018
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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14
Alexandre Fraga
de Araújo
Latin
American
Doctorate
Social Representations of the use of technologies by
educators of Pedagogy of Alternation schools in
Brazil and Argentina
(As representações sociais do uso de tecnologias por
educadores de escolas de Pedagogia da Alternância
do Brasil e Argentina.)
2020
15
Érica Fernanda
Justino
Latin
American
Doctorate
Social representations by teachers working in the
countryside context about educational practices: a
comparative study between Brazil and Peru
(Representações sociais de professores que atuam no
contexto campesino sobre as práticas educativas: um
estudo comparado Brasil/Peru)
2017
17
Leonardo de
Miranda Siqueira
Regular
Doctorate
Social representations about the construction of
agroecological knowledge in Family Farming
Schools of the northeast of the State of Espírito Santo
(Representações sociais acerca da construção do
conhecimento agroecológico nas Escolas Família
Agrícola do noroeste do estado do Espírito Santo)
2018
18
Adriane Cristina
de Melo Hunzicker
Professional
Master’s
Degree
Social Representations by teachers of the School of
Bento Rodrigues, Mariana
(Representações sociais de professores da Escola de
Bento Rodrigues, Mariana)
2019
19
Maria Isabel
Antunes-Rocha e
Marcelo Loures
dos Santos
Professional
Impacts of Fundão Dam disaster on the identity of
countryside schools: a study under the perspective of
social representations
(Impactos do rompimento da Barragem de Fundão
na identidade das escolas do campo: um estudo na
perspectiva das representações sociais)
2020
Source: Authors’ personal files.
When the themes, subjects, contexts
and the authors’ profiles are analyzed, it
can be seen that most works were
developed under the undergraduate
licentiateship course in Countryside
Education at the Federal University of
Minas Gerais (students and alumni). In
addition to them, there are also those from
the Family Farming Schools in Brazil, Peru
and Argentina, one work produced under
the undergraduate licentiateship course in
Countryside Education at the Federal
University of Vales do Jequitinhonha e
Mucuri, and the others were produced by
alumni from the continued development
Countryside School Program (Escola da
Terra). Also important is the fact that two
research works were developed by teachers
from schools affected by the disaster of the
Fundão Dam. Among the authors, there are
alumni and students of the undergraduate
licentiateship course in Countryside
Education and elementary/middle school
teachers.
For this work, one master’s
dissertation and one doctoral thesis
developed with LECampo students were
selected (Carvalho, 2015, Benfica, 2017).
The debate, at first, focused on the
identification of the challenges faced by
them on their way to became university
students. In former works (Aquino, 2013),
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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questions began to emerge about the
tension that could be caused by their
previous knowledge and experience, in the
sense that they might be depreciated by
scientific knowledge, as well as fears that
entering the university might contribute to
a questioning of their own identities as
peasants and the challenge to take
Countryside Education as a reference for
their practice as teachers. Those questions
were present in the students’ way of
thinking, feeling and acting.
Carvalho’s research (2015) focused
on the tension present in artistic practices
in both their classical and popular
manifestations, understood as an element
to formulate the formative process of
countryside teachers. The methodological
trajectory made it possible to accompany
students at the moment of their arrival to
the undergraduate course and during the
formative process, giving priority to the
internship and the preparation of the senior
research paper by occasion of the
interview. The hypothesis that guided the
research proposed that countryside
individuals joined the undergraduate
licentiateship course in Countryside
Education with their artistic practices
anchored upon popular references. In the
results, the author compared the artistic
social representations of when students
joined the course with the social
representations expressed in the internship
project.
Carvalho (2015) initially identified
two groups. The first one consisted of
students who held on to their
representations. When they joined the
course, they demonstrated an
understanding of art as classical or popular,
and in the practices developed in the
classroom they presented activities that
indicated a continuity in their way of
thinking about, feeling and acting upon art.
The second group presented different
motions: some were in the group that
shared the understanding of art as classical,
later changing to popular, while others
understood art as popular and later
changed to classical, and there were those
who, even though presenting different
starting points, were moving toward the
articulation between classical and popular.
Benfica’s doctoral thesis (2017)
shows the relevance of previous forms of
knowledge linked to the personal and
social trajectory of individuals as essential
factors in the motion of representations.
The author approached the social
representations of LeCampo students’
writing by problematizing points of tension
related to the encounter, during the
formative process, between the
representations in the writing that
individuals bring from their previous
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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school experience and everyday life and
the writing faced by them when entering
the university. For the researcher, the
writing is something that marks the
individuals’ schooling process, being
related to the constitution of the power
within the society and to this group of
students in their formative process,
struggling to occupy spaces in which the
transit of forms of writing show
themselves promising. As pointed out by
Benfica (2017, p. 9), “those individuals are
historically located in a context of
production of writing permeated by
practices that emerge from their labor,
school and fighting relationships. They
write in the church, in the workers’ union,
at home and at the university.”
The work of Benfica (2017) was
relevant for the discussion about that
which Moscovici refers to as a tension
between the consensual and the scientific
universe:
But the worst crisis happens when
the tensions between the reified and
consensual universes create a rupture
between the language of concepts
and that of representations, between
scientific and popular knowledge.
This is as if society had been torn
apart, with no way to fill the void
between both universes. Those
tensions can be the result of new
findings, new conceptions, their
popularization in everyday language
and in public awareness (Moscovici,
2010, p. 91 quoted by Benfica,
2017).
In Benfica’s inquiry (2017, p. 125),
one of the interviewees, Beatriz, relates her
trajectory trying to find a way to dialog
with her experience and previous
knowledge about the writing and with the
knowledge obtained in the university.
I want to write a book, but not a book
in the standard norms, with all those
scholarly words. I want to make a
book, but one with my own words,
you know… Some books, like... I
sort of like some poems by Ariano
Suassuna, you know… This is what
it’s called, right? I do like them. I
was reading some of them today, by
Guimarães Rosa, but they’re a bit
confusing, but anyway that’s the kind
that I want, like, I don’t want to take
away my identity, I want to put there
what I am, in my own way, the way
that I, Beatriz, speak (Benfica, 2017,
p. 125).
In this part of Beatriz’ narrative, we
find one of the ways found by individuals
in the undergraduate licentiateship course
in Countryside Education to deal with the
challenges that result from the clash
between academic knowledge and the
knowledge from their peasant universe.
In a preliminary analysis of the
process of construction of conceptual and
methodological delimitation, as well as of
the validation, by the scientific community,
of the SRM-based approach, a consistent
production can be observed that expresses
itself, in addition to dissertations and
theses, through the publication of books,
articles and presentations in events
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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(Antunes-Rocha, 2012; Ribeiro, 2017;
Carvalho, 2015, Antunes-Rocha & Ribeiro,
2018). Another point refers to the use of
that approach for research under other
contexts (Amorim-Silva, 2016). The most
relevant aspect is that the works developed
make it clear that the issues that give rise
to reflection are anchored on the practices
of the peasant population’s fighting,
resistance and conquests.
In that sense, the individuals and the
countryside context become a fertile land
for theories that dialog with their demands.
Possibly this is not about references
constructed to, but rather with the authoral
protagonism of peasants and their contexts.
For further discussion
This work’s purpose consisted in
identifying and discussing the theoretical
references produced in Psychology that
have been used in Countryside Education,
focusing the analysis on works being
produced under the perspective of Social
Representations in Motion (SRM).To that
end, it was necessary to take into
consideration that there was one work
already developed in the early 20
th
century
by psychologists who participated in a
movement fighting for school access in the
context of the countryside. With that
comes the need to bring back that
experience, although, in general terms,
given the relevance of recording that
psychological references are present in the
initial construction of the project of
Countryside Education in Brazil. This is
important to point out that Helena Antipoff
and Lourenço Filho did not directly apply
the theories with which they had contact in
Europe and in the United States to the
Brazilian context, but they produced a
newly formulated work and, in many
occasions, created new references and
instruments (Campos, 2018).
One of the greatest lessons from that
experience has to do with the participation
of countryside populations in the process
of formulation, management and
appropriation of the ideas and practices
developed. Helena Antipoff and Lourenço
Filho had links with teacher training
schools, and were also founders of
Psychology institutes and laboratories, but
their projects were anchored only on state-
level or federal-level public administration.
In the process of transfer of responsibility
for Rural Education to local governments,
it can be seen that the proposals of both of
them gradually lose strength as references
for state-level and federal-level educational
policies.
This is how the political and
academic silence about Rural Education
influences academic works in the field of
Psychology. New studies appeared with
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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the mobilization made by social
movements in their fight for the land at the
end of the 1990s. From that point, an
increasing participation can be seen,
identified through the publication of
articles, Psychology references in issues
related to the challenges and possibilities
of construction of a Countryside Education
as a movement of fight, as well as practices
and conquests of public policies.
The academic production, recorded
by means of articles, dissertations and
theses, points to an increasing presence of
Psychology, with its theoretical references
from a critical perspective, in the context
of fights and conquests by the peasant
population with respect to their right to
education. Certainly other theoretical
references can be present in the production
that dialogs with Psychology, notably
those which approach themes such as
special education, learning difficulties,
family-school relationship, teacher-student
relationship and identity, to name a few.
Considering that the intent of this text is to
focus the dialog with theoretical
references, we understand that this is a way
yet to be explored.
That context allows the identification
of the emergence of the construction of the
SRM perspective. That reference shows
that its formulation emerges from the
Theory of Social Representations, but the
issues and demands raised by peasant
populations boosted the review and
indication of a theoretical contribution
capable of contributing to the identification
of the challenges, also indicating the
possibilities to strengthen, widen and
consolidate the conquests. At this point, it
is important to point out the presence of
peasant individuals as authors of the
creative process: alumni and students of
Family Centers of Formative Development
by Alternation, of public and higher
learning schools, most of them acting as
authors of dissertations and theses. In that
way, those individuals play leading roles
and appropriate different forms of
knowledge that certainly will contribute to
the consolidation of their conquests as a
collective asset, as a fighting tool and as a
reference to widen and strengthen their
modes of production and reproduction of
human life in an emancipatory perspective.
In a first moment, this is possible to
apprehend that countryside individuals and
their fight for the right to education created
conditions for the emergence of new
theories, i.e., of concepts and
methodologies formulated to respond to
their issues and demands associated with
the construction of ways to produce and
reproduce their existence in a dignified and
sustainable way. Beyond any doubt,
peasant individuals and their life contexts
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside Education and Psychology: possibilities and limitations of dialogs engaged in the fight for rights…
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were responsible for interrogating
psychological theories about the
limitations and possibilities of articulation,
listening and appropriation with respect to
their demands in the field of school
education.
References
Amorim-Silva, K. (2016). Educar em
prisões: um estudo na perspectiva das
representações sociais (Dissertação de
Mestrado). Universidade Federal de Minas
Gerais, Belo Horizonte. Recuperado de
http://hdl.handle.net/1843/BUBD-
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i
Also “Social Representations”.
Article Information
Received on March 31th, 2021
Accepted on May 04th, 2021
Published on July, 12th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
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How to cite this article
APA
Antunes-Rocha, M. I., & Santos, M. L. (2021). Countryside
Education and Psychology: possibilities and limitations of
dialogs engaged in the fight for rights. Rev. Bras. Educ.
Camp., 6, e11863.
http://dx.doi.org/10.20873/uft.rbec.e11863
ABNT
ANTUNES-ROCHA, M. I.; SANTOS, M. L. Countryside
Education and Psychology: possibilities and limitations of
dialogs engaged in the fight for rights. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 6, e11863, 2021.
http://dx.doi.org/10.20873/uft.rbec.e11863