Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e8426
Tocantinópolis/Brasil
v. 5
e8426
10.20873/uft.rbec.e8426
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
The Agricultural Familiar Succession: (Im)Possibilities of
the Rural School in the City of Barra Bonita (SC)
Nádia Maria Ferronatto Bernardi
1
, Martin Kuhn
2
1, 2
Universidade Regional Integrada do Alto Uruguai e das Missões - URI. DCH - Departamento de Ciências Humanas. Avenida
Assis Brasil, 709, Itapagé. Frederico Westphalen - RS. Brasil.
Author for correspondence: nadiabernardi@hotmail.com
ABSTRACT. This paper results from the research on the
(im)possibilities of rural school regarding the promotion of
agricultural familiar succession in the city of Barra Bonita
(SC/Brazil). The research sought to understand if the public
policies related to rural education promote the
permanence/succession of young people in country properties. It
is a qualitative research of bibliographical character, assuming a
dialectic and critical orientation. The paper is organized in two
parts: the first one focuses on the conceptual notion of rural
education, approaching agricultural schools and the public
policies created for this context. The second one reflects on the
(im)possibilities of rural schools regarding contributions to
familiar permanence/succession. It is anticipated that public
policies and actions addressed to young people in the
countryside are fragile when it comes to promoting the
succession and the permanence of these young adults in the
country properties from the city of Barra Bonita (SC). In
addition, the paper highlights the need for creating public
policies for young people that are coherent with the Brazilian
diversity, in a way that they can provide incentive, human
development and generation of income for the ones who want to
live in the countryside.
Keywords: Políticas Educacionais, Educação do Campo,
Juventudes, Permanência, Sucessão.
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
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A Sucessão Familiar Rural: (Im) Possibilidades da Escola
no Campo do Município de Barra Bonita (SC)
RESUMO. Este artigo resulta da investigação das
(im)possibilidades de a escola do campo promover a sucessão
familiar rural no Município de Barra Bonita (SC). A pesquisa
buscou compreender se as políticas públicas dirigidas à
educação do campo são promotoras de permanência/sucessão
dos jovens nas propriedades rurais. Trata-se de uma pesquisa
qualitativa de caráter bibliográfico assumindo orientação crítica
e dialética. O artigo está organizado em dois movimentos: o
primeiro foca a questão conceitual de educação do campo, a
escola rural e as políticas públicas educacionais dirigidas ao
campo. O segundo movimento reflete sobre as
(im)possibilidades de a escola do campo contribuir com a
permanência/sucessão familiar. Antecipa-se que as políticas
públicas e as ações dirigidas aos jovens do campo são frágeis no
sentido de promover a sucessão e a permanência dos jovens nas
propriedades rurais no município de Barra Bonita (SC). Reitera-
se a necessidade de construir políticas públicas dirigidas aos
jovens e condizentes com a diversidade brasileira de modo que
proporcionem incentivo, desenvolvimento humano e geração de
renda para quem se propõe a viver no campo.
Palavras-chave: Políticas Educacionais, Educação do Campo,
Juventudes, Permanência, Sucessão.
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
Tocantinópolis/Brasil
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2020
ISSN: 2525-4863
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La Sucesión Familiar Rural: (Im)Posibilidades de la
Escuela en el Campo del Municipio de Barra Bonita (SC)
RESUMEN. Este artículo es el resultado de la investigación de
las (im) posibilidades de la escuela del campo fomentar la
sucesión familiar rural en el Municipio de Barra Bonita (SC). La
investigación buscó entender si las políticas públicas dirigidas a
la educación en el campo son las que contribuyen para la
permanencia/sucesión de los jóvenes en las propiedades rurales.
Se trata de una investigación cualitativa de carácter bibliográfico
asumiendo orientación crítica y dialéctica. El artículo está
organizado en dos movimientos: el primero está enfocado a la
cuestión conceptual de la educación del campo, la escuela rural
y las políticas públicas educacionales dirigidas al campo. El
segundo movimiento reflexiona sobre las (im)posibilidades de la
escuela del campo contribuir con la permanencia/sucesión
familiar. Se anticipa que las políticas públicas y las acciones
dirigidas a los jóvenes del campo, son frágiles en el sentido de
incentivar la sucesión y la permanencia de los jóvenes en las
propiedades rurales del municipio de Barra Bonita (SC). Se
reitera la necesidad de construir políticas públicas dirigidas a los
jóvenes y que condigan con la diversidad brasileña, de manera
que proporcione incentivo, desarrollo humano y generación de
renta para quien se proponga vivir en el campo.
Palabra clave: Políticas Educacionales, Educación del Campo,
Juventud, Permanencia, Sucesión.
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
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Introduction
The challenge to conduct a research
must come from something that disquiets
us. By doing this, it involves us, produces
new knowledge, and, who knows,
contributes with possibilities of
intervention in reality. It was with this
intention that this research, entitled The
Agricultural Familiar Succession:
(Im)Possibilities of the Rural School in the
City of Barra Bonita (SC), was conducted.
Beyond thinking rural education and
familiar succession in country properties, it
allowed us to discuss policies and actions
regarding rural education, such as
mechanisms of promotion of permanence
and succession. Unfortunately, in the rural
social imaginary, the idea that it is
important to study in order to leave the
countryside is still present and strong. This
discourse of abandonment of rural areas
weakens even more schools as co-
participant instances in the construction of
bonds of belonging to the rural
environment.
The paper assumes a critical-dialectic
perspective and wants to contribute to
think rural education and family
permanence/ succession in this context. It
assumes that this theoretical and
methodological horizon widens the
possibility to know and to understand this
phenomenon under study, and also
contributes to think of alternatives
regarding the scenarios approached in this
paper. In this sense, this study does not
intend to present its reflections as truths,
but seeks to contribute to understand the
phenomenon that involves rural education,
familiar succession and family farming;
and, possibly, to characterize educational
practices of rural schools.
From a methodological point of
view, it is a literature review paper. The
study also dialogues with scholars who
research the phenomenon, and with public
policies (legislation) regarding different
governmental levels (federal, state and
municipal) that address rural education and
family farming. The documents were
chosen in terms of relevance to education
and to public policies regarding the
countryside. As procedure of treatment of
the information, the study associated
textual segments to previously defined
categories: rural education, and familiar
permanence and succession.
For analysis of the content of these
documents, Bardin's (2016) framework
was used. In the documents selected for
analysis, the study sought to observe the
explicit and implicit elements concerning
the aforementioned categories. As Bardin
states, it is about seeking “…the hidden,
the latent, the not apparent, the unknown
potential (of the unsaid), restrained by any
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
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message”. (Bardin, 2016, p. 15). Thus, the
process of reading the documents was
conducted with severity, technique, and
criterion.
The article is organized in two parts:
the first one focuses on the conceptual
aspects of rural education, rural schools,
and educational public policies regarding
this context. The second part presents a
reflection on (im)possibilities concerning
the contributions of rural schools to
familiar permanence/succession,
considering the context of one school and
its Political-Pedagogical Project, in
addition to the Municipal Law nº
670/2013, which was revoked by Law no.
821/2018, and actions of the Company of
Agriculture Research and Rural Extension
– Epagri undertaken at the school through
the company’s local unit.
From Rural School to Rural Education
To understand the concept of rural
education, it is necessary to know its origin
and its relationship with rural social
movements. Caldart (2012, p. 259-260)
refers to the sprouting of the expression
rural education; it “Was born first as
Elementary Rural Education in the context
of preparation of the first National
Conference for Elementary Rural
Education, convened in Luziânia, Goiás, in
July 27-30, 1998”. In turn, in the National
Seminary convened in Brasília in
November 26-29, 2002, “the name was
changed to Rural Education”, which was
reaffirmed in the discussions initiated at
the second National Conference, in July
2004.
Considering this process, it is
possible to infer that, previously to the
conference, the denomination rural school
was used to refer to schools located in the
countryside. The concept of rural
education is demanded in the scenario of
organization and debate of rural social
movements. More than a simple exchange
of nomenclature, it is about incorporating
the challenges, aspirations, and
expectations of rural people in the
structuring of schools. Caldart (2009, p.
41) ponders that it is not about an
education provided to rural people
anymore, but an education created through
the “process of development of collective
subjects, who struggle to participate in the
social dynamics, in order to become
political subjects capable of influencing the
social, political agenda”. Thus, rural
education becomes characterized by the
protagonism of the subjects who demand it
and participate in it.
In the scenario of public policies,
according to Munarim (2010, p. 10), the
expression Rural Education “appears for
the first time in a normative official
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
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document in the year of 2008, in the
Resolution CNE/CEB no. 02, from April
28”. He understands that the expression
rural education, “in the State apparatus,
substitutes, although in a partial way, the
expression 'Agricultural Education', though
the latter remains in the official statistics
and in most of the ongoing governmental
policies”. (Munarim, 2010, p. 11).
Munarim's (2010) understanding
indicates that the term rural education is
different from agricultural education. He
ponders that rural education is developed,
“indeed, supposedly in a way that is
contrary to the essence of Agricultural
Education”. Thus, “the new conception
demands a universal education that is, at
the same time, dedicated to the
development of autonomy and respect to
rural people’s identities”. (Munarim, 2010,
p. 11). Agricultural education was
organized by official agencies aiming “to
fix” people in the countryside, that is, to
contain rural migration, which occurred
with great intensity in Brazil from 1960. In
addition to the aforementioned aspect,
rural education differs from agricultural
education or from the one that takes place
in the countryside due to the meaning that
it attributes to educational practices. In this
regard, it is necessary to consider how
school is organized to meet the demands
concerning specificities of the involved
subjects and their context.
What can happen is common: a
school can be located in the countryside,
but its work proposal is brought and
thought in line with the urban space. The
clearest cases of influence of urban schools
in the countryside can be seen in the
organization of the calendar and the
educational material. Thus, schools located
in these environments do not provide rural
education, since they are merely placed in
rural areas. In cases like these, the
possibility to develop the development of
knowledge involving the diversity of
potentialities of the countryside is lost.
It is recognized, hence, that there are
educational perspectives with different
purposes. Rural education considers rural
people, the identity of the place in which a
rural school is located, and is organized
with the participation of its students,
whereas agricultural schools are “given” to
subjects who live in an agricultural area.
Fernandes, Cerioli and Caldart (2011,
p. 58) recognize rural schools as a “place
where children, young people, adults and
older people can come in contact with their
history, the history of their community, of
their region, their country, of humanity,
establishing ties between present and past,
educating them as designers of the future”.
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
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A place that belongs to people and a place
in which a sense of belonging is created.
To understand rural education in
these terms means to reorganize schools so
they meet the demands, the aspirations, the
expectations, the challenges of their local
context and the subjects' experiences.
Arroyo (1999, p. 30) extends the reflection
reiterating that:
When consider education as a
process of human transformation and
emancipation, we perceive the extent
to which the values of the
countryside are part of the history of
human emancipation. Then how is
school going to consider them? Will
school ignore them? Will it be
enough to adapt an urban textbook to
the rural context? The question is
more elemental, it is to go to the
cultural roots of the countryside and
to work on them, to incorporate them
as a collective inheritance that
mobilizes and inspires fights for the
land, for rights, for a democratic
project, and also for education. To
surpass the vision that rural culture is
static, paralyzing, dedicated to the
maintenance of archaic forms and
values. The rural social movement
shows how this context bothers
society for what it brings of
advanced, of dynamic processes.
In this context, it is perceived that
schools, independently of their place
(countryside or city), develop their identity
through the commitment with the
construction of diversified knowledge,
which is meaningful and can enable
subjects to occupy social spaces in a
critical and transforming way. The
advocacy for rural education, according to
Arroyo (2012, p. 235), “is justified as an
affirmative action for correction of the
historical inequality suffered by the rural
population concerning their access to
elementary and higher education”.
However, beyond the guarantee of access,
it is also necessary taking account of the
challenges of rural people in their
diversity.
Therefore, the fight for rural
education considers that schools have to be
autonomous spaces that make possible to
learn about diversity, about the labor
world, that participate in the
deconstruction of preconceptions, that
contribute to the establishment of bonds
with the place, that develop processes of
belonging. As Zonta and Pacheco (2016, p.
105) state, the society requires “young
people eager for knowledge and
challenges, to make the difference, to fight
for ideals, feeling free to think and to act”,
also including the ones that choose to
remain in the countryside. Currently, the
challenges of culture, of labor world, of
science and technology are also a reality
for the ones who work in rural areas;
therefore, a solid education for the ones
who want to live in the countryside is a
requisite for their quality of life.
Rural schools can be local in order to
promote the curiosity for new experiences
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
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for the ones that live in rural areas. Thus, it
is necessary for schools to be open to the
transformations of the contemporary world
with respect to individual differences and
cultural plurality. In this scenario, the
establishment of partnerships with
different federated bodies, institutions and
agencies is imperative to strengthen
schools; and, in this process, the
affirmation of public policies addressed to
rural areas is crucial.
Rural Education in Educational Policies
Educational policies created for rural
education purposes result from movements
and struggles that involved different social
groups along the historical process. Thus,
it is pertinent to understand who the rural
peoples are in Brazil. The Decree no.
7.352, from November 4, 2010, indicates
the ones that are part of rural communities:
I - rural peoples: family farmers,
extrativists, artisanal fishers, river
dwellers, workers who were granted
land due to the agrarian reform, rural
employees, quilombo people, caiçara
people, forest people, caboclos and
others that produce their material
conditions of existence from working
in the countryside.
It is inferred from the legal aspects
that the expression rural peoples
contemplates an ample range of subjects
that were historically at the fringe of
history, explored and oppressed at some
moments, invisible in others, treated as
inferior people; and that, by means of their
organization and claims, seek to become
visible and to participate in the new
political, economic, social and cultural
contexts. In this scenario, to assure a
qualified education is the possibility that
rural schools have in order to contribute to
the formation of a more democratic and
fair society; hence rural education has an
important task regarding those who live in
multiple contexts and places.
The participation of the State
assuring the effectiveness of public
policies is the possibility that we have in
order to advance in the conquest of rights
for these peoples, who were historically
abandoned or neglected. A first landmark
of these conquests for education is the
Federal Constitution of 1988
i
, which
recognizes education as a right of all
citizens and a duty of the State and the
family in the guaranteeing of access,
permanence and significant performance in
learning processes.
The Federal Constitution of 1988,
now with more than thirty years of
existence, could not fully implement its
article 205. Under this prism, we still have
difficulties to assure the access, the
permanence and the full development of
those who arrive at school without
considering the requirements of the
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
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multiple contexts that the Brazilian reality
presents. We highlight that the
Constitution represented a great advance in
terms of social and educational conquests,
but we have a long way to go, especially in
terms of an effective developing of
initiatives regarding schools.
As a constitutional unfolding, Brazil
published the Law of Guidelines and Bases
of National Education - LDBEN 9.394,
from 1996, which presents the structure of
educational institutions in the country.
Beyond organizing the distinct levels of
education, namely elementary and higher
education, it presents its levels and
modalities and brings important guidelines
for education in the rural context. The
LDBEN 9.394/1996, in its Art. 28
ii
, points
to important aspects to be considered and
respected in the organization of
educational systems regarding state and
municipal secretaries of education, in order
to meet the specificities concerning rural
schools. Although the law still uses the
denomination agricultural schools, it brings
significant elements in the perspective of
recognizing the needs, the interests of
students and, the specificities of the work
and the daily activities organized in the
Brazilian countryside, which can have
multiple facets.
The connection between schools and
their pedagogical work to the time of
nature, the climatic factors and the
productive processes is crucial. It indicates
the importance of adapting school
schedules to agricultural and productive
cycles, and of designing a curriculum that
is articulated with familiar, local, and
regional realities. Recognizing this
diversity of Brazil's territorial space and
continental dimensions, LDBEN
9.394/1996 seeks to preserve the
possibility of differing rural school's
curriculum in the Brazilian countryside, in
terms of geographic space, cycles of
nature, cultural formation, and productive
activities.
To assure the respect for various
places and their local peculiarities in the
structuring of school units does not mean
to compromise the amount of school days
and the quality of the learning processes
assured by law. Thus, among the critics
addressed to educational issues that
involve the Brazilian countryside, one of
them is connected to the non-recognition
of its specificities, that is, some schools are
situated in the countryside, but with
curriculums of urban schools. Thus,
regarding public policies and legislation,
some of them are specifically related to
rural education. The National Program of
Education in the Land Reform -
PRONERA, created by means of
Ordinance no. 10/98, is one of them. It is a
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
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result from rural social movements and
unions, aiming at: “… guaranteeing the
access to formal education for thousands of
young people and adults who work in the
areas of land reform who, until then, had
not guaranteed the right to literacy, neither
the right to continue their studies in
different levels and modalities of
education”.
In addition to PRONERA, there is
the Decree no. 7.352 from November 4,
2010, which approaches rural education
policies and the National Program of
Education in the Land Reform –
PRONERA. It regulates, in addition to the
characteristics of the rural population, the
rural schools and the principles of rural
education. In this sense, the decree
iii
delimited, precisely, the alterations that are
necessary for rural education to
materialize, among them the adequacy of
schools' infrastructure.
It is up to the public power, in this
regard, to guarantee space and time of
quality to rural educational practices. The
document mentions the requirements for
professionals, including specific
qualification and continued education for
teachers, as well as a career plan for their
progression. The education provided in the
countryside, as in other spaces, is
conducted, many times, by people who did
not have access to higher education,
neither specific training regarding rural
curricular components, much less the
specificities of the countryside.
To address the peculiarities of
teacher education for rural schools, the
Program for Support to Degree Courses in
Education – PROCAMPO was created
iv
.
This initiative seeks specially to create
possibilities of access to higher education
for teachers who work in rural schools and
do not have a degree, especially the ones
that teach at the final levels of primary and
secondary education. Such action extends
their education and the possibility for these
professionals to work in a more qualified
way.
The creation of PROCAMPO
corrects historical educational disparities
that the Brazilian countryside has suffered
and has been suffering in its path. In the
scope of education, the knowledge to work
with methodologies that directly involve
students in rural educational contexts is
amplified. It is a form of breaching with
some social imaginaries, among them, the
one that states that to work in the
countryside does not require any training,
because, in rural areas, things would
supposedly be "backward" in comparison
to urban areas.
Among public policies related to
education, it is important to highlight the
National Guidelines of Elementary
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
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Education from 2013, since they create
Operational Guidelines for Elementary
Education in Rural Schools. The guidelines
highlight the importance for schools to
observe, in their educational proposal, the
diversity of the countryside. It is
considered that the curricular guidelines, in
specific, are an important public policy for
education, since it creates the possibility to
contemplate the economic, social, and
cultural diversity of these communities.
Regarding the most recent policies, it
is important to mention the National Plan
of Education - PNE, 2014-2024, approved
in June 2014, under Law no. 13.005. This
plan is a result of an ample debate in
society, by means of municipal and state
conferences related to education: the
CONAES. The document establishes the
objectives and goals for the next ten years
to Brazilian education, contemplating all
educational levels, stages and modalities;
goals and objectives to be evaluated and
monitored.
In the PNE, twenty goals are listed.
This policy was constructed considering
the populational diversity that
characterizes Brazilian population. The
terminology “rural population” is
reaffirmed in many items of the PNE, and,
with this, the respect to these subjects'
specificities is emphasized. In this regard,
there are no doubts on the conquests of the
plan. However, the challenge is that the
PNE, as a State policy, has to be
accomplished, and that, at the end of the
period of its validity, it has to be possible
to verify the changes that these guidelines
caused.
In this sense, among the aspects
identified in the PNE, it is verified that the
plan comprehensively meets rural
educational issues in the Brazilian
countryside
v
. The main questions are: How
far have we advanced in its
implementation? How have actions been
articulated so that their goals and
objectives are achieved? Thus, as one of
the unfolding results of the PNE, although
with controversies, the National Curricular
Common Base – BNCC for Brazilian
education was designed and approved.
This document of normative character
“defines the organic and gradual set of
essential learning processes that all
students must develop throughout the
stages and modalities of elementary
education”. (Brasil, 2017, p. 7).
In this regard, a look at BNCC is
important, because this document will
guide the organization of the curricular
proposals of states and cities. With its
approval, it is expected that the essential
learning processes will be provided in all
schools. Teachers, beyond the challenges
of educational management of the learning
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
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processes, will be the main mediators so
that the BNCC becomes effective. Firstly,
the knowledge of the document and its
theoretical bases is relevant, followed by a
look at each professional's area of
expertise, so that teachers feel confident to
use the document in the organization of
their educational work.
Although BNCC is a national
guideline, in the organization of school
curriculums, it is significant to value and to
respect the specificities of each
region/place where schools are located,
which is a principle related to rural
education. Since we are a country with an
extensive territorial area, and a rich
cultural diversity, it is necessary to be
careful not to standardize nor to reproduce
educational models that disregard local and
regional identities. To preserve the
essential learning processes does not mean
to disrespect the particularities of each net
of education, each school, each social
group.
Focusing on rural education, BNCC
ponders that the “organization of
curriculums and proposals” needs to be
adjusted “to the different modalities of
education (Special Education, Youth and
Adult Education, Rural Education,
Indigenous Formal Education, Quilombola
Formal Education, Distance Education)”,
meeting the orientations of the National
Curricular Guidelines. (Brasil, 2017, p.
17). As a specific modality, rural education
must observe, in the organization of its
curriculum, the specificities of the school
units located in the countryside. Thus,
according to BNCC (2017, p. 15), it is up
to each school “to elaborate educational
proposals that consider the needs, the
possibilities and the interests of students,
as well as their linguistic, ethnic, and
cultural identities”. That is, it is up to
schools the construction of their political-
pedagogical project and the organization of
their curriculum in a way that it
contemplates students and their economic,
social, and cultural context in their
educational practices.
Among other policies and
educational initiatives related to
elementary education, it is worth to
mention the National Program of
Textbooks (PNLD). Regarding rural
education, the Rural PNLD was created,
making possible the distribution of
textbooks in these areas, according to
Resolution no. 40/2011. This resolution
considers “the need to extend the work
conditions of teachers who work at schools
from communities located in rural areas, in
accord with the national policies related to
rural education”. With the program,
students from elementary education (1st to
5th year) in rural areas were given specific
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textbooks, adequate to single-level and
multi-level classes.
The inclusion in the PNLD of
specific textbooks for the countryside can
be analyzed as a positive initiative;
however, it is relevant for teachers to
understand that it is only a complement, a
resource to contribute to educational
processes, therefore it cannot be the only
material used in classrooms. To some
extent, textbooks designed specifically to
the countryside open the possibility for
teachers to line their pedagogical work
with the requirements of students and the
social, economic, and cultural reality of
their communities.
What can we consider on the
scenario of public policies related to rural
education? In Brazil, there are well
structured public policies in the area of
rural education; however, their
effectiveness collides, basically, with
financing aspects, especially considering
times of budget cuts in the educational
sector. Another aspect to be considered so
that rural education becomes effective
requires it to be organized with the
participation of rural people, which is an
impediment in terms of public
administration, because the proposals
constructed are distant of their real
contexts; therefore it becomes difficult to
face regional and local challenges when
the targeted subjects are not listened, and
the decisions do not consider the context
and the challenges of their communities. In
synthesis, we have promising policies, but
they collide with problems of another
order.
Thus, it is observed that the
aforementioned policies and legislation
approach rural education, familiar
permanence and succession in a very
propositional form. However, it is
important to highlight that, in the
regulations and public policies, the
intentions are more related to educational
access, instruction and background. Thus,
the need for actions and specific
delimitations related to permanence and
succession of young people in rural areas,
with income and quality of life, is
reaffirmed.
The Issue of Permanence/Succession in
Rural Areas
To understand the process of rural
flight and the familiar succession, it is
necessary to approach Brazilian history. In
this historical perspective, it is relevant to
reflect on the rural exodus from rural areas
into urban areas. Ribeiro (1995, p. 198)
points that:
Industrialization and urbanization are
complementary processes that are
usually associated one another.
Industrialization offers urban jobs to
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rural population, who leave the
countryside in search of these life
chances. But it is not quite like that.
Generally, external factors affect
both processes, preventing a linear
interpretation of them.
In the Brazilian scenario, the
urbanization process has a narrow relation
with the industrialization process, since,
for many people, rural exodus becomes a
possibility of better income, access to
health services, education etc. In addition,
according to Ribeiro (1995, p. 198), rural
flight is, overall, motivated by the
“monopoly of land and cultivation, which
promotes the expulsion of the rural
population”.
The industrialization process affected
the rural context. As Silva (1998, p. 43)
states, “even agriculture became
specialized, yielding activities to new non-
agriculturist branches that were created”,
such as the sector of purchase of industrial
products for plantations (supplies), and the
production of raw material for industries.
Silva (1998, p. 45) adds that the expansion
of the domestic market for Brazilian
industrialization developed, as in every
capitalist context, through the
proletarianization of farmers”. That is, the
“expropriation of farmers” converted them
into precarious workers, which brought
them one step closer to rural exodus.
The described scenario presents the
context of capitalist economy, the strong
presence of the market in different sectors
of society, including family farming.
Therefore, agriculture becomes
competitive, selective, exclusionary. Few
concentrate capital, acquiring many
properties, conducting the production to
vast amounts of goods through
monoculture. Thus, the process of rural
flight is widened because it becomes
increasingly difficult for family farmers to
live with dignity in the countryside.
If there are economic questions
related to rural exodus, this process is a
social phenomenon that requires to be
analyzed in concurrence with the issue of
familiar succession of country properties
and public policies' initiatives targeting
rural people. It is relevant to consider that
rural flight is not only a problem of the
Brazilian countryside, but it is practically a
world-wide phenomenon. In Somoza and
Domínguez (2017, p. 55), we find
references on the Galician agricultural
depopulation:
The decreasing of birth rates, a trend
shared in the occidental cultural
context, emigration without the
complete return of families, and the
decision of returnees (mostly elderly
people) of not living in the
countryside has resulted in a drastic
reduction of the population in the last
decades. This reality indicates the
lack of certainty regarding a future in
social and cultural terms, since there
will not be authentic communities
living in these areas. This is a
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demanding situation that society has
to face.
Hence it is possible to perceive that
rural exodus is a problem that other
countries also face. The cause cited by
Somoza and Domínguez (2017) that is
related to reduction of rural population is
the reduction of birth rates and migration.
A comparable situation occurs with the
Brazilian population.
Rural exodus, especially of young
people, is related to the way properties are
organized, and also with the management
of financial resources/income, the issue of
public policies of incentive, and even the
lack of perspective. One cannot forget the
presence of the capitalist logic or the
difficulty of small properties to compete
with agribusiness companies. Peripolli
(2011, p. 86), concerning rural exodus,
observes and highlights that there is a
narrow relation between young people and
public policies, and points to the fact that
“the first way to be found is the
construction of public policies targeting the
interests of these subjects. These policies
will make possible worthy conditions of
life, of citizenship”. In this regard, it is
important to analyze if young people are
contemplated in public policies designed
for the countryside, as well as their
intentions. The imposition of something
external without the participation of the
targeted public and the lack of recognition
of their reality make these policies obsolete
and unfeasible.
Thus, the phenomenon of rural or
agricultural exodus has to be understood in
the context of the problem of family
permanence and succession, since these
issues are causally related. In the search of
agreement on the issue of succession, it is
relevant to understand the Brazilian
agricultural space, perceiving the changes
and transformations that follow society.
The aging of the agricultural population is
increasing, and the reduction of young
people that remain with their families in
country properties is decreasing. It is in
this scenario that arises the question of
familiar succession, whose understanding
becomes relevant.
According to Abramovay et al.
(1998, p. 39-40), the term succession is
related “to the transference of control of
business management from a generation to
another”. When analyzing rural exodus and
familiar succession, it is necessary to
understand that it is not a problem
regarding only a local context; it is a more
widening social phenomenon. “Rural
exodus in the regions of predominance of
family farming today reaches the young
population with much more emphasis than
at previous moments”, state Abramovay et
al. (1998, p. 15-16). They add that “more
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recently, a severe process of
masculinization of youth is connected to
aging processes in the countryside. Young
women leave rural areas earlier and in a
much bigger ratio in comparison with
young men”. Such phenomenon intensifies
and speeds up rural flight.
Thus, the described phenomenon
regarding rural exodus of young people
occurs in the city of Barra Bonita/SC.
Many of them conclude their studies and
leave the rural areas in search of jobs in the
cities nearby or leave home daily or
weekly to work. The city analyzed in this
paper is part of a context of family farming
in the far west of the State of Santa
Catarina; it manifests the phenomenon of
abandonment of rural areas, and the
challenge of permanence and succession
regarding familiar country properties.
Permanence and Succession: A Look at
a School and its Local Context
With the intention to understand the
possibilities and the limits of schools in
promoting permanence and succession in
the countryside, the analysis of the
following documents was conducted: the
Olavo Bilac Schools' Political-Pedagogical
Project; the Municipal Law no. 670/2013,
which regulated the incentives to the
agricultural sector and was revoked by the
Law no. 821/2018, currently in force; and
some initiatives of the Company of
Farming Research and Agricultural
Extension of Santa Catarina - Epagri,
which, to some extent, are related to the
school.
The Olavo Bilac Municipal
Elementary School serves preschoolers,
and elementary-school students (from early
to final years). It is organized in the annual
serial system and with bimonthly
evaluation for students in initial and final
years. It is important to highlight that the
physical structure of the school unit
includes an ample space: refectory,
computer room, library, principal's office,
kitchen, six classrooms, teachers' lounge
and bathrooms. It also has a gymnasium
for sports activities and recreation. The
school's physical space is able to meet
students' demands. The institution also has
internet access and a computer room with
an instructor available during school hours.
It is important to highlight that the
community can also have access to the
computer room.
Regarding the team of teachers that
work at the school, most of them hold
permanent teaching positions and have a
degree in the respective area, in addition to
specialization courses. These data are
significant, especially concerning low
turnover of teachers, that is, low level of
exchange of professionals along the school
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years. The aforementioned aspects can be a
differential for rural schools, since, for a
long time, these professionals did not have
an undergraduate course, and there was a
high turnover rate.
Caldart (2011, p. 158) reiterates the
importance of teacher education. “To
construct rural education means to educate
teachers from and based on people who
also live in the countryside and are subjects
of these public policies that we are helping
to create, and of the educational project
that already identifies us”. Thus, it is
relevant to reflect on higher-education
courses and qualifications that are provided
to teachers who work in rural schools.
The Political-Pedagogical Project
(PPP) of the Olavo Bilac School (2018)
emphasizes that the organization of the
pedagogical work must involve the
segments of the school unit, articulating
collective interests and demands of the
population with a commitment in the
education of an active, responsible,
creative, and critical citizen. Aiming at a
better understanding on the available
pedagogical material for the development
of the educational process of teaching and
learning, the PPP (2018) includes
references to the textbook, children's and
youth literature books, journals,
magazines, educational games and books
that provide educational support. The PPP
(2018) indicates that the educational
institution must be engaged with the
collective participation of the whole school
community. In this regard, the school
needs to open spaces of dialogue among
their team and the community, in order to
reflect on the institution's practices.
In search of information on the
school's practices and the issue of
permanence/familiar succession in the PPP
(2018), we did not find direct references to
rural education, nor to the
permanence/succession. The PPP (2018),
in its diagnosis, highlights that most of the
students' parents work in the countryside
and have agriculture as their main source
of income. In the pedagogical projects
developed by the school, we found some
initiatives that can be associated to
permanence and succession. The document
mentions the reality of rural students and
the interaction with the environment in
which they live. Although it makes
possible the incentive of professors in the
organization of their educational proposals,
having the local context as reference, it is
still restrained to the scope of the proposal
itself.
When looking at the history of the
Olavo Bilac School and at its Political-
Pedagogical Project, it is possible to verify
that some initiatives are developed with the
intention to keep the relationship between
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the school and its community stronger;
however, there are some aspects to be
strengthened. One example is related to the
school operating hours, because its
schedule does not make any difference
between urban and rural routines. The
reason for maintaining the same schedule
is related to the school transport, which is
also used by high school students who
attend state educational institutions.
Therefore, the possibility to work with an
adequate schedule that would meet the
demands of the students who attend rural
schools is lost.
To extend the knowledge on local
public policies, we discuss henceforth the
initiatives and programs developed by
entities and agencies related to the
countryside/family agriculture with the
objective of promoting the agricultural
sector, in addition to contribute to the
school's work. The main goal is to look at
the contribution of these municipal public
policies and to analyze if these actions
promote or contribute to permanence and
succession in rural areas.
In addition to the school space, in the
City Department of Agriculture and
Environment, we searched for initiatives
and programs that are developed to
promote activities concerning the
agricultural sector in order to stimulate and
to improve the income of rural families. In
this regard, the Municipal Law no.
821/2018 establishes: "Art. 25. The Head
of the Executive Power, by his own act, is
authorized to assist the Agricultural Sector
of the city of Barra Bonita - SC…”. The
referred law establishes that rendering of
services in the properties with public or
third-party machines and equipment is
permitted.
The law authorizes agricultural
subsidies, supply of pasture seeds, bovine
semen, and service of ensilage confection,
which makes possible the feeding of farm
animals in periods of undergrazing,
especially in the winter. Regulated by a
municipal decree, the incentives are
relevant, because the city has a great
production of cattle, especially milk cattle.
The provision of these benefits intends to
stimulate the production even more.
The milk production in rural areas is
a way found by agriculturists to earn a
fixed monthly income. However, it
demands from them daily availability to
perform the task, including weekends. This
availability of seven days a week is one of
the reasons pointed by young people when
considering permanence in the countryside.
Abramovay et al. (1998, p. 92) also point
to some difficulties related to the
permanence of young people in rural areas.
This permanence in familiar agriculture “is
strongly inhibited not only by strict
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economic reasons, but also by the nature of
the relation between generations and
gender issues”. They reiterate that the
“interest of young people for life in rural
areas depends on the valuation of their
initiatives, and, therefore, the
responsibilities that they will be able to
assume within the productive units”
(Abramovay et al., 1998, p. 92).
The analysis of the Municipal Law
no. 821/2018 allows to infer the intention
to stimulate the agricultural sector and also
to enable agriculturists to extend the
production in their properties. Such
intention can be understood as a public
policy of promotion to permanence in rural
areas. Therefore, it is understood that the
agricultural sector needs incentives and
partnerships with the public sector to
support itself and to keep people in the
countryside. Since the city has small
country properties where some
agriculturists have low purchasing power,
equipment and machinery purchase
becomes unfeasible. Many times,
agriculturists have their product ready for
harvest and do not possess the machinery
necessary to carry out the activities; thus
they need the municipal public power's
rendering of services, which provides
equipment (agricultural drays and forage
harvesters), machinery (tractors) and
manpower (employees).
In addition to the actions promoted
by the city, the Company of Agriculture
Research and Rural Extension - Epagri
also conducts activities of promotion of the
agricultural sector. In the school, the
company contributed to the project of
construction of a biocomposite using food
remaining portions for the production of
biofertilizers. In the context of a project,
students learned to make it, and can do the
same in their residences and properties.
Currently the project of construction of a
vegetable garden is under development.
When we analyzed some of the
Epagri's actions, we found that this
company contributes positively to the
agricultural space of the state of Santa
Catarina. The developed projects are
relevant and meet the countryside reality;
however, they can be extended and involve
more schools and students, proposing more
actions and projects towards the
potentiality of the community and the
municipal farming sector.
Therefore, it is necessary to bring
together the actions developed by the
school, the Municipal Department of
Agriculture and Environment, and Epagri.
The school can extend partnerships with
these sectors, bringing to classrooms
positive experiences, debates, researches,
and innovations that are developed in the
context of the countryside. This is a way of
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providing deeper reflections on different
contexts and processes that involve the
rural population.
The debate regarding permanence
and succession has to be extended to the
students' families. In this sense, in the
structuring of documents that govern
municipal education, especially the
school's Political-Pedagogical Project,
prompting spaces of reflection on the
multiple rural contexts is important. Rural
education requires that these documents
are constructed with a collective
participation, in accord with the challenges
of the community.
Regarding the analysis of the
Political-Pedagogical Project; the
Municipal Law no. 821/2018, which
approaches incentives to the agricultural
sector; and the initiatives undertaken by
the Company of Farming Research and
Agricultural Extension of Santa Catarina -
Epagri, we found that there is no
delimitation of specific actions that
promote permanence and succession in the
countryside. The Law no. 821/2018 does
not approach the subject of rural education,
nor permanence or familiar succession.
Proposals of more organic actions,
concerning permanence and succession,
are presented by Epagri. We highlight, in
this regard, the importance of bringing the
institutions together to narrow the
performing of actions with the objective of
strengthening the implementation of public
policies for the countryside and for rural
young people.
Final remarks
This research allows us to consider
that it is necessary to advance in public
policies for rural education, for
permanence and succession, especially in
their effectiveness, in order to promote
access and quality of education, in addition
to the right to learn for all students,
preferably in the place where they live.
Regarding the presence of the
categories of permanence and succession
in the policies aimed at rural areas, it was
not possible to locate direct references to
these terms, neither concrete proposals that
promote permanence and succession in the
countryside. In this sense, the expectations
of finding some elements regarding
succession and permanence in the public
policies created for rural schools were not
met. The indications of these categories
were found with more emphasis in the
initiatives developed outside of the school.
An example is Epagri, a company that
conducts activities with this end. Thus, the
school is not properly a space and time of
promotion of permanence and succession.
We also highlight that, if the school wants
to contribute to this social phenomenon, it
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is necessary to rethink its Political-
Pedagogical Project, the organization of its
curriculum, the continued education for
teachers, and new ways of interacting with
its community and social environment.
To discuss the issue of permanence
and succession in the countryside implies
to narrow the ties between school and
community. The active search of the
families; the strengthening of the relation
among school, family and community; and
the participation of all is crucial in the
creation of public policies for family
farmers and rural workers that enclose,
especially, the young public. Thus, the
policies of financing family farming
currently available do not include the
young ones, since many of them have
difficulties to access them. It is necessary
to strengthen the organization and the
popular participation in the creation and
expansion of public policies so that young
people from family-farming contexts are
contemplated. It is relevant, in this regard,
to widen the set of work possibilities to be
developed in rural areas (agricultural
tourism, gastronomy, adventure sports).
Public institutions, including schools,
have a significant role, since these are the
places that can provide access to
information and knowledge construction.
Schools have the possibility of working
with the context in which students live, to
reflect on the historical process of the rural
areas and its transformations, on the
agriculturist profession, on the existing
agrarian policies, and on permanence and
succession in country properties.
Therefore, it is possible to see schools as
institutions that can promote permanence
and succession.
The initiatives designed for the
Brazilian context, unfortunately, are more
related to capital, to entrepreneurism, to
individual competition, to the agrobusiness
market. The bond with the land, the care,
the collective production, and the
diversification of production are
downplayed or left aside. Therefore, family
agriculturists, rural workers and river
dwellers are the ones who feel the
consequences of this economic model
directed toward the great production and
conducted by the “market”. This economic
model contributes, reinforces and speeds
up rural exodus.
Finally, we highlight that the local
public policies need to narrow the spaces
of interaction and social participation of
young people in the countryside. Beyond
being heard by public managers, they need
to be protagonists of effective public
policies, in order to be possible for them to
remain in the rural areas. It is important to
deepen the debate between federal
agencies so that public policies that
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strengthen familiar agriculture, income
generation, quality of life in the
countryside and the common good are
implemented. Only then, there will be
permanence and succession in these areas.
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i
Article 205 of the Federal Constitution of 1988
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ii
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iii
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iv
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Accessed: Aug. 23, 2019.
v
Law that approved the PNE, in Article 8, § 1:
“The federate agencies will establish in the
respective plans of education strategies that: II -
consider the specific needs of the rural population
and of the indigenous and quilombola communities,
assuring educational equity and cultural diversity.”
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subnacionais-de-educacao/543-plano-nacional-de-
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Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural Familiar Succession: (Im)Possibilities of the Rural School in the City of
Barra Bonita (SC)...
Tocantinópolis/Brasil
v. 5
e8426
10.20873/uft.rbec.e8426
2020
ISSN: 2525-4863
24
Article Information
Received on February 08th, 2020
Accepted on August 01st, 2020
Published on October, 17th, 2020
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.
Orcid
Nádia Maria Ferronatto Bernardi
http://orcid.org/0000-0001-7917-0894
Martin Kuhn
http://orcid.org/0000-0002-8107-0814
How to cite this article
APA
Bernardi, N. M. F., & Kuhn, M. (2020). The Agricultural
Familiar Succession: (Im)Possibilities of the Rural School
in the City of Barra Bonita (SC). Rev. Bras. Educ. Camp.,
5, e8426. http://dx.doi.org/10.20873/uft.rbec.e8426
ABNT
BERNARDI, N. M. F.; KUHN, M. The Agricultural Familiar
Succession: (Im)Possibilities of the Rural School in the
City of Barra Bonita (SC). Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 5, e8426, 2020.
http://dx.doi.org/10.20873/uft.rbec.e8426