RBEC
Tocantinópolis/Brasil
v. 7
e12925
10.20873/uft.rbec.e12925
2022
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e12925
Conceptions of Rural Education: a systematic literature
review
Cleonice Matos Amaral1, Kergilêda Ambrósio de Oliveira Mateus2
1, 2 Universidade Estadual do Sudoeste da Bahia - UESB. Departamento de Ciências Humanas, Educação e Linguagem.
Avenida Edmundo Silveira Flores, 27-43 - Lot. Alto da Boa Vista. Vitória da Conquista - BA. Brasil.
Author for correspondence: 2021m0249@uesb.edu.br
ABSTRACT. This study aims to analyze the concepts of rural
education present in scientific articles published in Scielo
database and in Revista Brasileira de Educação do Campo, from
2016 to 2021. Therefore, we have used a systematic literature
review in a qualitative meta-analysis typology and, based on the
review protocol, we have performed searches with the
descriptors "rural education", "conception" and "rural school".
After mapping the productions, reading the titles, keywords and
abstracts, applying the inclusion and exclusion criteria, thirteen
(13) works were selected and analyzed in that study to answer
the question: what are the conceptions of rural education present
in scientific articles published in Scielo database and in Revista
Brasileira de Educação do Campo – Brazilian Journal of Rural
Education, from 2016 to 2021? The research has showed that the
evaluated works present a conception of rural education from
the perspective of law, the result of struggles of peasant social
movements. It has also showed that only 5.67% of the articles
published in the selected databases on the subject of rural
education debate the issue of conceptions.
Keywords: rural education, conceptions, rural school.
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
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Tocantinópolis/Brasil
v. 7
e12925
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2022
ISSN: 2525-4863
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Concepções de Educação do Campo: uma revisão
sistemática de literatura
RESUMO. Este estudo tem como objetivo analisar as
concepções de Educação do Campo presentes em artigos
científicos publicados na base do Scielo e na Revista Brasileira
de Educação do Campo no período de 2016 a 2021. Para tanto,
utilizamos a revisão sistemática de literatura na tipologia meta-
análise qualitativa e, a partir do protocolo de revisão, realizamos
as buscas com os descritores “educação do campo”,
“concepção” e “escola do campo”. Após o mapeamento das
produções, leitura dos títulos, palavras-chaves e dos resumos,
aplicando os critérios de inclusão e exclusão, foram selecionadas
e analisadas nesse estudo treze (13) obras para responder à
questão de pesquisa: quais as concepções de Educação do
Campo presentes em artigos científicos publicados na base do
Scielo e na Revista Brasileira de Educação do Campo no
período de 2016 a 2021? A pesquisa evidenciou que as obras
avaliadas apresentam uma concepção de Educação do Campo na
perspectiva do direito, fruto das lutas dos movimentos sociais
campesinos. Evidenciou ainda que apenas 5,67% dos artigos
publicados nas bases selecionadas sobre o tema Educação do
Campo debatem a questão das concepções.
Palavras-chave: educação do campo, concepções, escola do
campo.
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
RBEC
Tocantinópolis/Brasil
v. 7
e12925
10.20873/uft.rbec.e12925
2022
ISSN: 2525-4863
3
Concepciones de Educación Rural: una revisión
sistemática de la literatura
RESUMEN. Este estudio tiene como objetivo analizar los
conceptos de educación rural presentes en artículos científicos
publicados en la base de datos Scielo y en la Revista Brasileira
de Educação do Campo, de 2016 a 2021. Por lo tanto, utilizamos
una revisión sistemática de la literatura en una tipología de
metaanálisis cualitativo y, con base en el protocolo de revisión,
realizamos búsquedas con los descriptores "educación agrícola",
"concepción" y "escuela rural". Luego de mapear las
producciones, leer los títulos, palabras clave y resúmenes,
aplicando los criterios de inclusión y exclusión, se seleccionaron
y analizaron trece (13) trabajos en este estudio para dar
respuesta a la pregunta de investigación: ¿Cuáles son las
concepciones de Educación Rural presentes en los artículos
científicos publicados, en la base de datos Scielo y en la Revista
Brasileira de Educação do Campo, de 2016 a 2021? La
investigación mostró que los trabajos evaluados presentan una
concepción de la Educación Rural desde la perspectiva del
derecho, resultado de las luchas de los movimientos sociales
campesinos. También mostró que solo el 5.67% de los artículos
publicados en las bases de datos seleccionadas sobre el tema de
Educación Rural debaten el tema de las concepciones.
Palabras clave: educación rural, concepciones, escuela rural.
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
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Tocantinópolis/Brasil
v. 7
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2022
ISSN: 2525-4863
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Introduction
Rural Education has constituted as an educational policy of great relevance to guarantee
rural individuals the right to access knowledge historically produced and worked on by school
institutions. In that context, discussing conceptions of Rural Education demands knowing the
historical struggles organized by social movements which have culminated in policies and
guidelines for education systems to meet the educational demands of rural populations in
Brazil, considering the specificities of those subjects.
As a phenomenon of the current Brazilian reality led by peasant workers and their
organizations, Rural Education aims to influence the country educational policy, based on
interests, social struggles, work, culture and knowledge of peasant individuals, with
implications for field and society project, Caldart (2012). That conception highlights the
protagonists of rural education and its fundamental characteristic of linking the interests of
peasant populations. In this sense, when conceptualizing that type of teaching, Caldart (2012)
points out it is not restricted to the provision of schools in the countryside, but, especially, an
educational policy based on an integral development project for the countryside with its social
individuals.
Scholars and researchers of this type of teaching point out conceptual differences that
exist between Rural Education and Field Education. The fundamental characteristic in
distancing these concepts lies in the liberating and emancipatory vision on which Rural
Education is based, recognizing the peasant population as social subjects of law and producers
of knowledge. From that perspective, Caldart (2011, p. 155) states that “... this educational
project reaffirms and dialogues with the pedagogy of the oppressed in its insistence that the
oppressed are the subjects of their own education, of their liberation”. Thus, Rural Education
represents an advance for the idea of Field Education due to its commitment to the subjects of
its educational action.
Field Education is characterized by its disengagement from the subjects it is intended
for and the communities in which it is inserted. Likewise, pedagogical practices developed in
rural schools were of questionable quality and served for submission, obedience and contrary
interests to rural peoples. In this way, this educational project is based on economic and
ideological objectives of a dominant class in the country and is at the service of a project of
society sustained by subjugation and exploitation of the countryside and the subjects that
inhabit it (Santos, 2012; 2018).
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
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The points discussed indicate that those two educational projects, despite being aimed at
the peasant population, present fundamental issues that distance them, divergent and even
conflicting points. Therefore, it is necessary to know and debate the specific points of each
one, in order to understand the pedagogical projects that are developed in schools that serve
the subjects of the countryside.
Considering those reflections, this systematic literature review article begins with a
question: what are the concepts of Rural Education present in scientific articles published in
Scielo database and in Revista Brasileira de Educação do Campo (Brazilian Journal of Rural
Education), in the period from 2016 to 2021? Such questioning dialogues with the master's
research developed in the Postgraduate Program in Teaching at the State University of
Southwest Bahia (PPGEn/UESB), which has as its locus of investigation a school in the
municipality, called rural school. In that sense, our motivations are anchored, both in the
interest in understanding Rural Education, its pedagogical implications in rural schools; as
well as dialogue with our education, research area and professional performance.
In line with our research question, we have established the objective of this
investigation to analyze the concepts of rural education present in scientific articles published
in Scielo database and in Revista Brasileira de Educação do Campo, from 2016 to 2021. In all
stages of this scientific investigation, 13 (thirteen) works were selected that constituted our
primary data that, after analysis and discussions, contributed to the resolution of the research
question and produced conclusions, albeit provisional.
With a view to a better systematization of the elements to be addressed we have
organized this article into three sections, the first of which is constituted by this introduction
that contextualizes the Rural Education theme, the problem and the objective of the research.
In the second section entitled “development”, it contemplates the “methodological aspects of
the research” and the “analysis and discussion of results”. Finally, in the third section, we
deal with the final considerations, presenting the main evidence resulting from the research
work.
Methodological aspects of research
The present investigation is configured as a systematic literature review (SLR),
following specific protocols to, from existing productions, answer the research question and
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
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foster new knowledge on the subject in question. From this perspective, SLR is a type of
scientific investigation that requires all the procedures of a research.
A systematic literature review is a scientific research composed of its own objectives,
research problems, methodology, results and conclusion, not just a mere introduction of a
larger research, as may be the case of a review of convenience literature (Galvão & Ricarte
2020, p. 3).
With that perspective and considering the different types of SLR, we have adopted
qualitative meta-analysis, which, according to Galvão and Ricarte (2020), is a type of research
that aims to summarize qualitative studies and identify themes, concepts or key theories to
help in understanding the object of study. Thus, in order to carry out that SLR, in planning
phase, we have developed a research protocol, containing: objective, research question,
selected databases, search descriptors, inclusion and exclusion criteria of the works and the
data analysis strategy .
In our protocol, we have established two databases for the search and selection of
articles to be analyzed. Revista Brasileira de Educação do Campo (RBEC), available at:
https://sistemas.uft.edu.br › periodicals ›, an electronic periodical of Departamento de
Educação do Campo, of Universidade Federal do Tocantins, campus of Tocantinópolis; for its
relevance with continuous publications of articles, thematic dossiers, essays, interviews and
reviews of themes related to rural education, in different areas of national and international
research. We have also defined the Scientific Electronic Library Online (Scielo) database,
available at https://www.scielo.br/?lng=pt, cooperative electronic portal of scientific journals,
for its recognition by the academic community and its importance to society, with regard to
dissemination of productions in the field of science.
The time frame adopted for the two bases was from January 2016 to May 2021,
corresponding to the period of existence of RBEC, covering all editions, from its entry in
2016, until May 2021, the date on which we carried out the searches in the two databases of
our research.
In order to identify articles that significantly address the theme and research question,
we have established the inclusion and exclusion criteria for scientific productions. Table 01
presents the established criteria.
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
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Table 01 - Inclusion and exclusion criteria.
Source - Researchers' production.
In Scielo's database, when selecting the option search by article, by subject and using
the descriptor “Rural Education” AND “Conception”, 05 (five) articles were identified. With
the descriptors “Rural Education” AND “Rural School” we have not identified any article.
With the descriptors “Rural Education” AND “Conception” AND “Rural School” no article
was found. With the descriptors “Rural Education” AND “concept” no article was found
either. Using only the descriptor “Rural Education”, 62 (sixty-two) articles were found.
Table 02 - Search results on Scielo portal.
DESCRIPTORS
RESULTS FOUND
“Rural Education” AND “Conception”
05
“Rural Education” AND “Rural School”
0
“Rural Education” AND “Conception” AND “Rural School”
0
“Rural Education” AND “concept”
0
“Rural Education”
62
Source - Researchers' production.
Working with 62 (sixty-two) articles, we have applied the time frame from 2016 to
2021, in which 37 (thirty-seven) works were identified, of these, 02 (two) in English, 01 (one)
in Spanish and 34 (thirty-four) in Portuguese. When applying the inclusion criteria: articles
that in the title, among the keywords or in the abstract had the descriptors: (1) Rural
Education; (2) Conception; (3) Rural School, 10 (ten) works were selected. When applying
the inclusion criteria, articles that in the abstract indicated that they would address
conceptions of Rural Education, 03 (three) articles were selected from the Scielo database.
INCLUSION
EXCLUSION
Articles in Portuguese published in the Revista
Brasileira de Educação no Campo from 2016 to 2021
that address Rural Education.
Articles in a foreign language published in the
Revista Brasileira de Educação no Campo from
2016 to 2021.
Articles in Portuguese language published in the
Scielo database, from 2016 to 2021, using the
descriptor Rural Education.
Articles in a foreign language published in the
Scielo database, from 2016 to 2021, using the
descriptor Rural Education.
Articles that in the title, among the keywords or in the
abstract, have had the following descriptors: (1) Rural
Education; (2) Conception; (3) Rural School.
Articles that in the title, among the keywords or in
the abstract, have not had the following descriptors:
(1) Rural Education; (2) Conception; (3) Rural
School.
Articles that in the abstract indicated that they would
address conceptions of Rural Education.
Articles that in the summary did not indicate that
they would address conceptions of Rural Education.
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In RBEC electronic journal, we performed searches from January 2016 to May 2021.
During that period, 270 (two hundred and seventy) articles were published, 28 (twenty-eight)
in Spanish, 47 (forty-seven) in English and 195 (one hundred and ninety-five) in Portuguese.
When applying the inclusion criteria: articles that in the title, among the keywords or in the
abstract had the descriptors: (1) Rural Education; (2) Conception; (3) Rural School, 31 (thirty-
one) articles were selected. When applying the inclusion criteria; articles that indicated in the
abstract that they would address conceptions of Rural Education, 10 (ten) articles were
selected. In table 03 we present the refinement of the data based on these criteria.
Table 03: Search results in Brazilian Journal of Rural Education (RBEC).
Source: Researchers' production.
With the searches carried out in Scielo database and in Revista Brasileira de Educação
do Campo, we have obtained 13 (thirteen) articles that constituted the primary data for our
research. In table 04 we present the data refinement process, considering the inclusion and
exclusion criteria.
Table 04 - Refinement of data obtained in selected databases.
INCLUSION CRITERIA
SCIELO
RBEC
Articles in Portuguese language published from 2016 to 2021.
34
195
Articles that, among the keywords or in the abstract, had the following
descriptors: (1) Rural Education; (2) Conception; (3) Rural School.
10
31
Articles that in the abstract indicated that they would address conceptions of
Rural Education.
03
10
Source: Researchers' production.
Thus, following this methodological path, 13 (thirteen) articles were selected. Finally,
all thirteen works were read in full for quality certification, in order to answer our research
question. In order to make the identification of articles easier, we have classified them in a
sequence from A1 to A13, in which the "A" represents the word "article" and the sequence
agreeing with the titles and respective keywords, as shown in table 05.
INCLUSION CRITERIA
RESULTS
OBTAINED
Articles in Portuguese from 2016 to 2021 that address Rural Education.
195
Articles that in the title, among the keywords or in the abstract had the following
descriptors: (1) Rural Education; (2) Conception; (3) Rural School.
31
Articles that in the abstract indicated that they would address conceptions of Rural
Education.
10
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Table 05 - Title, keywords, year and publication base.
ABBREVI
ATION OF
THE
STUDY
TITLE
KEYWORDS
BASE
YEAR
A 01
Interfaces between rural schools and
social movements in Brazil.
Rural Schools, Social Movements, Rural
Education.
2016
RBEC
A 02
Pronera in the Sertão Mineiro
Goiano: Reflections on Social
Emancipation and Rural Education
Public Policies for Agrarian Reform, Rural
Education, Emancipation, Educator Training,
Youth and Adult Education.
2016
RBEC
A 03
From Field Education to Rural
Education: an
epistemological/paradigmatic
struggle to overcome
Rural Education, Field Education,
Epistemological Paradigms.
2016
RBEC
A 04
Rural education in dispute:
Resistance versus subordination to
capital.
Paradigms. Disputes. Rural Education.
Resistance. Rural Youth Entrepreneurship
Program.
2017
Scielo
A 05
School education in rural areas in the
municipality of Ituiutaba-MG, Brazil:
Field Education or Rural Education?
Field Education, Rural Education, Rural
Schools.
2017
RBEC
A 06
Notes on Rural Education in
Colorado do Oeste/Rondonia: notes
from a literate peasant.
Rural Education, Social Movement,
Educational System.
2018
RBEC
A 07
Contemporary portraits of Rural
Education: investigative movements
in Jiquiriçá Valley-Bahia.
Rural Education, Multiseries Classes, Teacher
Training.
2018
RBEC
A 08
Rural Education in the National
Education Plan: tensions between
guaranteeing and denying the right to
education.
Rural Education. National Education Plan.
Public policy.
2018
Scielo
A 09
Rural school organization: teachers'
conceptions and expectations.
Rural Education Policy, School Organization,
School Management.
2019
RBEC
A 10
Rural Family Succession: (Im)
Possibilities of School in the
Countryside of the Municipality of
Barra Bonita (SC).
Educational Policies, Rural Education, Youth,
Permanence, Succession.
2020
RBEC
A 11
Rural Education and its specificities:
a study of the Political Pedagogical
Project of a rural school in the city of
Londrina-PR
Rural Education, Political Pedagogical
Project, Londrina.
2020
RBEC
A 12
Practice of Rural Education and
agrarian paradigms in Geography
Peasant, Rural Education, Agrarian Trend.
2020
RBEC
A 13
Education of rural peoples in Brazil:
coloniality/modernity and
urbancentrism.
Coloniality; urbancentrism; field education;
Rural Education; decoloniality.
2020
Scielo
Source: Researchers' production.
The data in table 05, with the titles, keywords, year and publication base, allow us to
visualize that the selected studies present, in the title or in the keywords, the descriptors
established in the research. We also emphasize that, among the inclusion or exclusion criteria
of works, we have carried out the reading of the abstract to also identify the approach to the
conception of rural education. Also in table 05, it is possible to visualize the year of
publication and the database in which each work was published. We can see that the time
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
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frame from 2016 to 2021 was observed, despite not having selected any article from the year
2021, as we did not find studies that met the inclusion criteria established in the protocol. We
also emphasize that all selected works were located in full in the databases used in this study.
Analysis and discussion of results
After locating and selecting the 13 (thirteen) scientific productions to develop our SRL,
we had carried out a careful study of each work to proceed with the analysis and discussion of
results. Thus, we seek to identify and analyze the conceptions of Rural Education present in
the articles published in Scielo database and in Revista Brasileira de Educação do Campo,
from 2016 to 2021.
The first analysis describes the quantity and frequency of publications in the time frame
from 2016 to 2021. In table 04, we present a refinement of the data in each selected base. In
Scielo database, 34 (thirty-four) articles were published in Portuguese in the period
investigated, of which only 03 (three) address the concept of Rural Education; a percentage of
only 8.82%. In the database Revista Brasileira de Educação do Campo, 195 (one hundred and
ninety-five) articles were published in Portuguese from 2016 to 2021. Of those, only 5.12%
discuss the concept of Rural Education. When considering the two researched bases, we have
229 (two hundred and twenty-nine) articles and only 13 (thirteen), corresponding to 5.67%,
discuss the concept of Rural Education.
Those data call attention to the absence of a fundamental issue when discussing Rural
Education, which are the concepts that guide debates, policies, guidelines and pedagogical
practices. Without clarity on that basic point, conceptual and practical mistakes can be made
that can influence the implementation of educational policy for rural individuals, as well as
historical achievements of peasant social movements.
In table 05, we present the year of publication of each study. When analyzing that, we
found the existence of 03 (three) publications in 2016 (23%); 02 (two) publications in 2017
(15.38%); 03 (three) publications in 2018 (23%); 01 (one) publication in 2019 (7.69%) and 04
(four) publications in 2020 (30.76%). We observed a peak in 2020, concentrating 30.76% of
the works and no publications in 2021.
We also have a predominance of selected articles from Revista Brasileira de Educação
do Campo, in a total of 10 (ten), corresponding to 76.92%. In that regard, we can highlight the
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aforementioned base constitutes an important reference in the country when it comes to
publications of studies on Rural Education.
The second analysis we make discusses the rural education conceptions presented in the
evaluated works. Table 06 contains fragments of the rural education conceptions of the
evaluated articles and the main references used by the authors.
Table 06 - Conception of Rural Education and the main references.
ARTICLE
CONCEPTION OF RURAL EDUCATION
MAIN
REFERENCES
A 01
...is an achievement of social movements, strengthened in
discussions, participation, experiences and cooperation. Through
political clashes, essential for educators, students and social
movements, the traditional isolation and individualism imposed by
neoliberal society is broken (Santos, 2016, p. 38).
Caldart (2000, 2004,
2012)
Campos (2015)
A 02
... arises from the struggle of peasant social movements for the right
to an educational process that takes into account their specificities
and demands. ... link to a project of society and development and
social struggles (Freitas, Dansa & Moreira, 2016, p. 208).
Fernandes (2004)
Caldart (2012)
A 03
Overcoming the paradigm of field education for rural education is
urgent and emerging so that an education of law can be carried out
for the subject of law, because throughout history, knowledge of
peasants has been silenced and hidden through an education
decontextualized, in which the urban overlapped the rural,
maintaining control over teaching and learning process (Costa &
Cabral, 2016, p. 194).
Caldart (2000, 2004,
2006, 2008, 2009,
2010, 2012)
A 04
Element of resistance to assist in the struggle for/on land, in order to
enable the reproduction of the peasantry as a way of life and a social
class... Rural Education must be understood, in contradiction of
class struggle, as a strategy of struggle of social movements, aiming
at emancipation, as human formation, conflictive, because the field
is in conflict (Camacho, 2017, p. 657).
Camacho (2014)
Michelloti (2010)
Caldart (2005)
A 05
... some quality education in and of the rural, must be understood as
an education that promotes actions and strategies for emancipation
and citizenship of all individuals that live in the countryside. An
education that contributes to training of children, young people and
adults for sustainable regional and national development (Júnior &
Leite, 2017, p. 332).
Arroyo (2004, 2007)
Caldart (2004)
Molina (2004)
Leite (1999)
A 06
...covers all this cultural diversity, which can be characterized as a
movement constituted by social subjects that integrate peasant
realities, and that aim to link the process of life in the countryside
with educational assumptions, thus combining school and life, the
assumptions of peasant daily life and formal educational methods
(Souza et al., 2018, p. 316).
Caldart 2012)
Cerioli (2002)
Kolling (2002)
Kolling, Nery e
Molina(1999)
A 07
...a contemporary reality that constitutes a right of rural peoples, a
Brazilian historical and social debt.... A paradigm under
construction, characterized by encompassing all rural spaces (Santos
et al., 2018, p. 208).
Caldart (2002; 2004),
Fernandes (2012),
Pires (2012), Ribeiro
(2012),
A 08
Education culturally and socially identified with the territory that
workers recognize as a rural (Santos, 2018, p. 194).
Caldart,
Molina,
Kolling (2012)
A 09
Human right presupposes the struggle for the establishment of solid
and effective State policies in line with what has already established
in the Federal Constitution of 1988. ... school education that has as
its starting point the interests and needs of workers who live in rural
Arroyo (2007)
Caldart (2004, 2008)
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areas (Garske Castilho & Cândido, 2019, p. 05).
A 10
Rural education meets the rural subjects, the identity of the place in
which it is inserted and is organized with the participation of those
who attend it, while the rural school is "given" to the subjects who
live in the rural area. (Bernardi & Kuhn, 2020, p. 06).
Fernandes, Cerioli e
Caldart (2011)
A 11
Rural education, however, cannot be separated from a development
project of and in the field. ... it is necessary to consider the history of
the peasant people, who over the years have been exploited and
expelled from the countryside, due to a model of capitalist
agriculture (Lança & Fernandes, 2020, p. 7).
Caldart (2003, 2012)
A 12
The theoretical-methodological assumptions of rural education are
based on educational action of the collective, listening to those who
that education interests, building with them, learning with them. An
education with class content and commitment, as an instrument for
liberation of the oppressed or subaltern class (Assunção, 2020, p.
20).
Caldart (2004, 2010,
2015)
Arroyo (1989)
Molina (2008)
Munarim (2008)
Souza (2008)
Freire (1983)
A 13
...an insurgent movement that, in addition to enunciating alternative
epistemologies, has its origins in decolonial movements,
fundamental in rural social movements and in paths of popular
education. ... one of the movements that point to that construction
of a Brazilian education and society, based on what peoples really
are, overcoming social representations based on inferiority,
articulating with other movements that are in that perspective, such
as the Black Movement, Feminist, LGBTT9, from urban
peripheries, among others (Farias & Faleiro, 2020, p. 16).
Caldart (2012)
Source: Researchers' production.
When reflecting on the concept of rural education, presented in each work, it is possible
to identify convergences around several aspects. The first aspect that we highlight is the
understanding of rural education from the perspective of law. When the authors punctuate
education as a right, they also point out that right is the result of struggles of peasant social
movements, in search of constitutional guarantees for education. In that sense, they call
attention that this “Human right presupposes the struggle for the establishment of solid and
effective State policies in line with what has already been established in the Federal
Constitution of 1988” (Garske, Castilho & Cândido, 2019, p. 05). It is important to highlight
that in this aspect we have a fundamental element that differentiates rural education from field
education, which is the insertion, through struggles, of rural subjects in public educational
policies in our country.
The insertion of Rural Education in the country's political agenda has culminated in
important educational guidelines for this type of education, such as Operational Guidelines
for Basic Education in Rural Schools, Resolution CNE/CEB nº 1 of 2002 and Resolution
CNE/CEB nº 2 of 2008. For Fernandes (2011, p. 144), those guidelines represent an advance
and, “knowing this history of struggle that makes the law, we also know that the struggle
makes the law enforce. For that reason, without the organization of rural people, guidelines
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run the risk of being forgotten in planning”. The author highlights the importance of striving
not only for the establishment of the law, but, above all, that it becomes effective.
The second converging aspect in relation to the concept of rural education concerns the
link with the concrete life of the subjects, an education oriented to their specificities, which
configures an education in and of the countryside. Based on Caldart (2011, p. 150), in the
countryside because “the people have the right to be educated in the place where they live”
and in the countryside, because “the people have the right to an education designed from their
place and with their participation, linked to their culture and their human and social needs”.
For the same purpose, in article A10, the authors argue: “Rural education meets the rural
subjects, the identity of the place in which it is inserted and is organized with the participation
of those who attend it, while the rural school is “given” to subjects living in rural areas”
(Bernardi & Kuhn, 2020, p. 06). In that fragment, the authors highlight another element of
distance between rural education and field education, which is their link to the subjects of
their educational action.
This fundamental principle of rural education is established in the 2002 Operational
Guidelines, approved by National Education Council. In his second article, we find an
approach to the identity of a rural school.
The identity of rural school is defined by its connection to issues inherent to its reality,
anchored in the temporality and knowledge of students, in collective memory that signals
futures, in network of science and technology available in society and in social movements
in defense of projects that associate solutions required by those issues to the social quality of
collective life in the country (Brasil, 2002).
As established in guidelines, and in line with article A06, a school, within the principles
of rural education, must “link the process of life in the countryside with the educational
assumptions, thus combining school and life, the assumptions of peasant and everyday life
and formal educational methods” (Souza et al., 2018, p. 316). Here too, we can identify a gap
between the rural school and the field school, designed and organized in urban molds.
The third converging aspect in the evaluated articles, in relation to the concept of rural
education, concerns its link to a project of society. In that sense, the construction of a new
social reality demands that “break with the traditional isolation and individualism imposed by
neoliberal society” (Santos, 2016, p. 38). And yet, “an educational process that takes into
account their specificities and demands. ... link to a project of society and development and to
social struggles” (Freitas, Dansa & Moreira, 2016, p. 207). From that point of view, education
is constituted as a social practice in which the struggle for the constitutional right to
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knowledge must be articulated with other social struggles, within a society project, supported
by principles such as inclusion, dialogue and diversity, “overcoming social representations
based on inferiority” of rural subjects (Farias & Faleiro, 2020, p. 16). Also in that aspect, we
note a distance from field education, structured in ideological and economic interests contrary
to the rural population.
The data presented in table 06 also highlight an important element in the conceptions of
rural education present in 13 (thirteen) articles investigated in this systematic literature
review. In the selected reference, we noticed the recurrence of the author Roseli Salete
Caldart in all the evaluated works. In that case, we have found a harmony in the works, with
regard to the search for the same reference to discuss the concept of rural education which,
according to Caldart (2012, p. 257) “ ... names a phenomenon of the current Brazilian reality,
carried out by rural workers and their organizations, which aims to influence education policy
from the social interests of peasant communities”. This author's definition converges with the
conceptions identified in the evaluated articles and diverges, in several aspects, from the idea
of field education.
The third analysis will discuss the concept of field education, as we consider it
important since it is often used as a synonym for rural education, or even, the convergent and
divergent aspects existing in these categories of analysis of reality called education are
questioned. Furthermore, the authors of the evaluated works also referred to these
aforementioned discussions to discuss, in their articles, the concept of rural education.
In table 07 we find fragments of rural education concepts presented in the articles
evaluated in our SLR.
Table 07 - Conception of Rural Education.
ARTICLE
RURAL EDUCATION
A 01
... the struggle for survival, individual and collective, breaks with the various faces of the
judiciary, police and media. It also breaks with field education, which is traditional and
conservative (Santos, 2016, p. 41).
A 02
... often worked from the perspective of importing an urban model to the countryside, which
did nothing more than encourage part of that population to leave the countryside or school.
Part of that urban teaching started to reinforce the disqualification of the peasant,
representing the countryside, in the popular imagination, as a place of backwardness in
relation to the new capitalist industrial system that was implanted, stimulating the rural
exodus, of women and, especially, of youth (Freitas, Dansa & Moreira, 2016, p. 208).
A 03
... the education proposed to rural subjects constitutes a form of exclusion and oppression,
since it brings the principles of hegemony, naturalizing these and imposing knowledge that
has nothing to do with their culture. They do not include peasants in the condition of
protagonists, thus, leaving them excluded from an educational process that aims at human
formation, having this only as an extension of the education proposed to the urban
population, aiming at the formation of human capital (Costa & Cabral, 2016, p. 193 ).
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A 04
In the agricultural capital (ACP) paradigm, the concept of rural education is appropriated by
NGOs/institutes with the financing of companies and serving agribusiness and young people
must be prepared to compete in the market (Camacho, 2017).
A 05
... the city was idealized as a civilizing space, an expression of political, cultural and
educational dynamics. As a result, the urban paradigm became the inspiration for the right to
education (Júnior & Leite, 2017, p. 328)
A 06
Rural education is an advance for the idea of field education, because this idea is not limited
to bringing education, it needs to be literally in contact with the workers it is intended for
(Souza et al., 2018, p. 317)
A 07
Field education “privileged the state of domination of agrarian elites over workers, mainly to
establish harmony and order in cities and increase rural productivity” (Pires, 2012, p. 81).
Pedagogical Ruralism, an educational movement characterized by the ideal of keeping the
rural population in the countryside, seeking to avoid the migration of large numbers of
people to urban centers (Santos et al., 2018 p. 210)
A 08
It is possible to identify the prioritization, in general, on the part of field education, of
meeting the demands created by the internal and external markets, to the detriment of
guaranteeing the schooling of men and women in the countryside, which can be recognized
in three different moments discussed below (Santos, p. 188).
A 09
... training aimed at accepting the model created for urban schools (Garske, Castilho &
Cândido, 2019, p. 04).
A 10
... rural education differs from field education or what takes place in the countryside due to
the meaning of its educational practices (Bernardi & Kuhn, 2020, p. 06).
A 11
... there was a field education, but without this education valuing in the countryside the less
favored classes and the subjects that represent them. Education for the countryside was
linked to development of the country so that the agrarian elite could exercise control over
rural people (Lança & Fernandes, 2020, p. 12).
A 12
... develops as a continuation of urban education, decontextualized, encouraging the evasion
of young people, by presenting a vision of archaic and backward rural and not as a reflection
of the history of abandonment to which the Brazilian countryside was denied in these 520
years of existence of Brazil (Assunção, 2020, p. 13).
A 13
... was linked to interests of elite and agrarian oligarchies, under a project that tended to
intensify the submission of work to capital, opposing the formulation of education as a
process of liberation from oppressive relations of peasants. In that way, field education is at
the service of market and economy, and, thus, of coloniality of subjects of the countryside,
offering an education solely along these lines, annulling their conditions of existence, their
struggles and their ways of life, giving the these alienating functions and education to
generate labor for subjection to capitalism (Farias & Faleiro, 2020, p. 14).
Source: Production of researchers.
In the article A 08 “Rural Education in the National Education Plan: tensions
between guaranteeing and denying the right to education”, Santos discusses field education,
the converging and divergent aspects in relation to rural education, a perspective assumed by
the author. For Santos (2018, p. 188), “It is possible to identify the prioritization, in general,
on the part of field education, of meeting the demands created by the internal and external
markets, to the detriment of guaranteeing the education of man and woman of the country”.
That conception presents a fundamental trait that distances field education from rural
education. The first meets the interests of the market, working in training of labor and
consumers, and the second meets the interests of subjects of its educational action,
committing to their struggles and to a project of society based on emancipation and social
transformation.
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In line with those reflections, in the article A 13 “Education of rural peoples in
Brazil: coloniality/modernity and urbancentrism” Farias and Faleiro, based on Latin
American decolonial studies, discuss the school process in Brazil with attention to education
of rural people. According to the authors, coloniality directly affects rural subjects, as their
territories are considered as spaces at the service of capital, agribusiness and school is placed
at the service of this complex structure of colonization. In that context, field education, "...
was linked to the interests of elite and agrarian oligarchies, under a project that tended to
intensify the submission of work to capital, opposing the formulation of education as a
process of liberation from the oppressive relations of peasants” (Farias & Faleiro, 2020, p.
14). In this line of discussion, Freitas, Dansa and Moreita (2016), in article A 02, argue that
model of education directly contributed to stimulating the rural exodus, encouraging the
population to leave the countryside for the city.
In this reflection, we can still identify other divergent aspects between rural
education and field education. While the first recognizes the specificities of peasant subjects,
their life trajectories and their social and cultural protagonism, the second is structured in the
subordination, subjugation and inferiorization of those people in the educational action.
In the debate presented in the articles evaluated in that SLR about the two models of
education for rural people, we can identify a harmony in the authors' arguments, which allows
the reader to understand the main characteristics of each model and its implications for
educational policies, guidelines and practices. In this perspective, when discussing the
concepts of education, it is also essential to debate the paradigm of field education that can
still influence and be present in schools and in their educational practices.
The fourth and last aspect to be analyzed in this SLR refers to objectives, keywords
and methodology established by the authors in their articles. We seek to identify and analyze,
among the objectives and keywords, the way in which the category “social movements” and
the category “public policies” of rural education appear. In the latter, we consider: rural
school, teacher training, political-pedagogical project, PRONERA, National Education Plan.
This analysis is important, as it reflects two fundamental moments of this teaching modality:
its gestation in social movements and its institution as a public educational policy.
Table 08 - Objectives and keywords.
ARTICLE
OBJETIVE
KEYWORDS
A 01
To present reflections on the critical production of knowledge,
linked to the principles of rural education and the counter-
hegemonic values defended by social movements.
Rural Schools, Social
Movements, Rural Education.
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A 02
Reflect on rural education, as a result of struggles of social
movements, for the right of rural subjects to think about
education and production from the place where they live, with
human emancipation as a horizon; and, the complexity of
training educators in adult education.
Public Policies for Agrarian
Reform, Rural Education,
Emancipation, Educator
Training, Youth and Adult
Education.
A 03
It investigates, from a theoretical, interpretative and critical
perspective, the conceptions of field education and rural
education in the struggle for epistemological overcoming,
with emphasis on the educational paradigms postulated by
social movements, characterizing them and reflecting on the
proposals presented in the conceptual overcoming of reality of
rural education.
Rural Education, Field
Education, Epistemological
Paradigms.
A 04
Demonstrate the existing paradigmatic differences between
rural education built from the peasant tendency of the
Agrarian Question Paradigm (AQP) and the rural education
proposal built from the Agrarian Capitalism Paradigm (ACP).
Paradigms. Disputes. Rural
Education. Resistance. Rural
Youth Entrepreneurship
Program.
A 05
To present some reflections on the history of education carried
out in the Brazilian countryside, prioritizing the differentiation
between the paradigm of field education and the paradigm of
rural education; to map the academic production that deals
with the investigated theme and, finally, to take a look at the
investigation scenario: the municipality of Ituiutaba-Minas
Gerais, Brazil.
Field Education, Rural
Education, Rural Schools.
A 06
Addressing concerns about the existing dichotomy between
education in the countryside and rural education.
Rural Education, Social
Movement, Educational
System.
A 07
Expand studies and promote debates on rural education in the
territory of Vale do Jiquiriçá.
Rural Education, Multigrade
Classes, Teacher Training.
A 08
To reflect on the way in which the debate of rural education
appears in the documents analyzed, explaining tensions that
emerge from the current plan, which oscillates between
guaranteeing and not realizing the right to education. In
addition, it problematizes the concept of field education and
takes the perspective of rural education in the reflection of
legal texts.
Rural education. National
Education Plan. Public policy.
A 09
To analyze conceptions and expectations of teachers in
relation to organization of rural school.
Rural Education Policy,
School Organization, School
Management.
A 10
Understand whether public policies aimed at rural education
promote the permanence/succession of young people on rural
properties.
Educational Policies, Rural
Education, Youth,
Permanence, Succession.
A 11
To present aspects of rural education, understanding its
peculiarities and correlating them to the political pedagogical
project of a rural school, revealing what is established (or not)
as purposes of a peasant pedagogical practice.
Rural Education, Political
Pedagogical Project,
Londrina.
A 12
To establish the relationship between the theoretical
conceptions of paradigms of agrarian studies and rural
education, in order to defend an education consistent with the
needs of rural men and women and their children, which
values their way of life, strengthens their political
organization-economic, producing knowledge that improves
the quality of life in the countryside.
Peasant, Rural Education,
Agrarian Tendency.
A 13
To analyze the processes of coloniality/modernity and
urbancentrism as categories that explain the subalternization
of rural people, highlighting the historical constitution of
Brazilian formal education.
Coloniality; Urbancentrism;
Field Education; Rural
Education; Decoloniality.
Source: Production of researchers.
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The analysis of objectives and keywords from the categories "social movements" and
"public policies" indicates that the studies evaluated, when discussing Rural Education,
consider their original constitution from the struggles of social movements in search for
public policies educational programs in line with their needs and interests. Thus, Souza (2008,
p. 1098), argues that “rural education expresses the ideology and strength of social
movements, in search for a public education that values the identity and culture of rural
peoples”. From that perspective, when discussing conceptions, the presence of those
constitutive and identity elements of rural education is essential.
By analyzing the category “public policies”, considering the terms of this axis, we can
identify its presence in most of the studies evaluated. More often we have “rural school” and
“public policies” with three records each, “teacher training” appears with two records. It is
important to highlight that of the 13 (thirteen) works evaluated, 08 (eight) present the
category “public policies”, corresponding to 61.50%.
By analyzing the recurrence of the term “public policy” and “social movements”, we
can think of an evolutionary trajectory of the disciplinary field under analysis. In that line of
reflection, we can recognize this teaching modality consolidating itself as a public educational
policy in our country. However, it is still necessary to consider that this countryside in
dispute, which is configured as rural education, cannot be disconnected from the original
framework that has generated it, despite the current scenario, the establishment of conflicting
forces in a process of delegitimization of social movements and even their criminalization.
It is important to highlight that, there is a predominance of qualitative research approach
in the works, with the use of various data collection techniques such as conversation circles,
focus groups, semi-structured interviews, participant observation, document analysis,
questionnaires, among others. In that sense, we note researchers, for the most part, seek to
verify their research problems, observing how they manifest themselves in the daily life of
institutions, with a predominance of educational institutions.
Final considerations
As rural education is a phenomenon of the current Brazilian reality that has as its
original protagonist rural workers and their organizations. Considering also it presents a
concept under construction and constitutes a field in dispute, promoting research and
discussions around the object of study "conceptions of rural education", it is configured as a
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strategic action in consolidation of this field of knowledge, with theoretical impacts and
practical.
Based on those reflections, on the investigative process developed and on results
achieved, we can conclude that the objective of analyzing the conceptions of rural education
present in scientific articles published in Scielo database and in Revista Brasileira de
Educação do Campo, from 2016 to 2021, was reached by the current study.
Based on that investigation, it was possible to identify that only 5.67% of the scientific
productions published in the Scielo and RBEC databases on rural education discuss the
concepts. In this way, we realize that our object of study is a fertile field for further research,
because although we have found works with relevant discussions, allowing for an in-depth
analysis of the theme, the low percentage in the set of scientific publications is remarkable.
From this gap, new research can be developed, so that the scientific advancement of the area
is consolidated and generates benefits for society in general, and particularly for the subjects
of rural education.
Based on the discussions presented, it is possible to identify a conception of rural
education from the perspective of law and public responsibility, based on the specificities of
subjects served by this type of education, the result of struggles of peasant social movements
and promoting the emancipation of people and social transformation. Likewise, we can
understand it as a critique of field education, structured in urban-centric models, with a view
of inferiority and subjugation of the countryside and the subjects that inhabit it.
From this perspective, these educational projects are divergent and serve different
interests. Rural education is committed to the subjects of its educational action, their
liberation and protagonism, and field education is connected to interests of capital and
agribusiness.
Considering those reflections and highlighting the relevance of investigating,
discussing and understanding the concepts of rural education, present in scientific
productions, and also in the educational practices, developed in rural schools, we point out
that research aimed at understanding this theme is extremely relevant for the academy and for
society, especially when considering the current scenario in Brazil, more particularly, the
educational policies and programs aimed at serving peasant subjects. In view of that, there are
gaps to be filled with new research, which deals with the conceptions of rural education from
theoretical bases and its implications for educational practices.
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Article Information
Received on August 29th, 2021
Accepted on November 23th, 2021
Published on February, 13th, 2022
Author Contributions: The author Cleonice was responsible for planning and carrying out all the steps in the preparation of
the article. Production of the systematic literature review protocol, definition of the methodology, literature review, data
production, discussion of results and conclusions. She was also responsible for writing the manuscript, submitting the article to
the RBEC, and submitting the requests to the editors of the final version to be published. Kergilêda was responsible for the
planning, orientations, corrections and revisions required in all stages of the article's development. She was also responsible
for reviewing the manuscript content, submitting the article to RBEC, and approval of the final version published.
Conflict of Interest: None reported.
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review...
RBEC
Tocantinópolis/Brasil
v. 7
e12925
10.20873/uft.rbec.e12925
2022
ISSN: 2525-4863
22
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Amaral, C. M., & Mateus, K. A. O. (2022). Conceptions of Rural Education: a systematic literature review. Rev. Bras. Educ.
Camp., 7, e12925. http://dx.doi.org/10.20873/uft.rbec.e12925
ABNT
AMARAL, C. M.; MATEUS, K. A. O. Conceptions of Rural Education: a systematic literature review. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 7, e12925, 2022. http://dx.doi.org/10.20873/uft.rbec.e12925
