Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e9752
Tocantinópolis/Brasil
v. 5
e9752
10.20873/uft.rbec.e9752
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Pictures of Rural Education: images about the paths that
lead to schools in Paraense Amazon
Joana d’Arc de Vasconcelos Neves
1
, Antônio Pinheiro
2
, Alessandra Sampaio Cunha
3
, Tania Suely Azevedo Brasileiro
4
1
Universidade Federal do Pará - UFPA. Programa de Pós-Graduação em Linguagens e Saberes da Amazônia. Campus de
Bragança. Avenida Leandro Pinheiro s/n. Bragança - PA. Brasil.
2, 4
Universidade Federal do Oeste do Pará - UFOPA.
3
Instituto
Federal do Pará - IFPA.
Author for correspondence: jdneves@ufpa.br
ABSTRACT. This article brings forward the discussions about
the images about the paths that lead to Rural Schools in the
Paraense Amazon. For such, the meanings constructed by
children in early childhood education about the paths that are
taken to school were analyzed. The theoretical foundation is
based especially in Caldart (2004), Molina and Sá (2011) and
Hage (2005). Methodologically, it presents a qualitative
approach in the psychosocial field, in a dialectical movement
that involves the objective and subjective world, as a constituent
process of images and constructed meanings. For the analysis,
the contexts surrounding the reality of Rural Education
experienced by children from a municipality in the Amazon
region of Pará were considered, as were the meanings that the
children studied attribute to this path based on their drawings
and the arguments that justify the images of the paths that lead
to school. The revealed results the intersubjective dialectical
movement, constituent and constructor of the reality of values
that imprint a rupture of the dynamics between nature and the
school's artificial world in the reality of the Paraense Amazon,
highlighting the importance of considering the subjectivity of
the rural subjects as a political act to propose their training and
educational policies.
Keywords: Rural Education, Childhood and School, Amazon
Reality.
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
Tocantinópolis/Brasil
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e9752
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2020
ISSN: 2525-4863
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Retratos da Educação do Campo: imagens sobre os
caminhos que levam à escola na Amazônia Paraense
RESUMO. Este artigo traz à tona as discussões sobre as
imagens dos caminhos que levam às Escolas do Campo na
Amazônia Paraense. Para isso, analisa os sentidos construídos
pelas crianças da Educação Infantil sobre os caminhos que as
conduzem à escola. A fundamentação teórica está baseada,
especialmente, em Caldart (2004), Hage (2005) e Molina e Sá
(2011) Metodologicamente apresenta abordagem qualitativa no
campo psicossocial, num movimento dialético que envolve os
mundos: objetivo e subjetivo como processo constituidor das
imagens e dos sentidos construídos. Para análise foram
considerados os contextos que contornam a realidade da
Educação do Campo, vivenciada pelas crianças de um município
da Amazônia Paraense, e os sentidos que as crianças
pesquisadas atribuem a esse caminho, a partir de seus desenhos
e dos argumentos que justificam as imagens dos caminhos que
levam a escola. Os resultados revelaram o movimento dialético
intersubjetivo, constituidor e construtor da realidade de valores
que imprimem a ruptura das dinâmicas entre a natureza e o
mundo artificial da escola na dinâmica da realidade da
Amazônia Paraense, destacando a importância de considerar as
subjetividades dos sujeitos do campo como um ato político para
propor sua formação e as políticas educacionais.
Palavras-chave: Educação do Campo, Infância e Escola,
Realidade Amazônica.
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
Tocantinópolis/Brasil
v. 5
e9752
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2020
ISSN: 2525-4863
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Fotos de Educación del Campo: imágenes sobre los
caminos que conducen a la escuela en la Amazonia
Paraense
RESUMEN. Este artículo presenta las discusiones sobre las
imágenes de los caminos que conducen a las Escuelas del
Campo en la Amazonía Paraense. Para esto, analiza los
significados construidos por los niños en Educación Infantil en
los caminos que los conducen a la escuela. La base teórica se
basa, especialmente, en Caldart (2004), Molina y Sá (2011) y
Hage (2005). Metodológicamente, presenta un enfoque
cualitativo en el campo psicosocial, en un movimiento dialéctico
que involucra el mundo objetivo y subjetivo, como un proceso
que constituye imágenes y significados construidos. Para el
análisis, se consideraron los contextos que rodean la realidad de
la Educación en Educación Rural, experimentada por los niños
de un municipio en la región amazónica de Pará, y los
significados que los niños encuestados atribuyen a este camino a
partir de sus dibujos y los argumentos que justifican imágenes
de los caminos que conducen a la escuela. Los resultados
revelaron el movimiento dialéctico intersubjetivo, que
constituye y construye la realidad de los valores que
impresionan la ruptura de la dinámica entre la naturaleza y el
mundo artificial de la escuela en la dinámica de la realidad de la
Amazonía Paraense, destacando la importancia de considerar
las subjetividades de los sujetos en el campo como un acto
político para proponer sus políticas de formación y educación.
Palabras clave: Educación Rural, Infancia y Escuela, Realidad
Amazónica.
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
Tocantinópolis/Brasil
v. 5
e9752
10.20873/uft.rbec.e9752
2020
ISSN: 2525-4863
4
Introduction
In this article, we presented and
discussed the challenges faced by the rural
children to have the access and the right to
the schooling at the city of Capitão Poço -
Pará. Therefore, we brought up the built
sense by the children in early childhood
education about the paths that are taken to
school.
Speaks about Rural Education in
Paraense Amazon requires the historical
process comprehension that involves the
population education in rural fields and the
fights to be recognized in their diversity of
subject and territories.
In practice, since the end of XX
century and the beginning of XXI century,
the movements, the social organizations
and the universities defend the education
in/at the countryside, as a perspective of
contraposition to the urban models of
thinking and doing education.
The fight for the people's education
in/at the countryside reflects the resistance
of these subjects to the educational projects
turned only to the urban subject way of
existence. Different from the neoliberal
model of education, the rural education
contribute with the construction of a
collective memory of strengthening of the
cultural identity through education with
children, young and adults, creating the
feeling of belongs to a social group and
territorial area in which it is inserted,
either in the schools of the settlements,
camps, or in school with districts, plots,
rubber plantations, farms, colonies, Resex
areas, indigenous territories, quilombola
territories, or by other forms of
organization of the subject who live in
Amazonian territories
Rural education needs to be specific
and differentiated, about everything, in the
ample sense of human formation. An
education that builds socio cultural
references and politics to intervene in the
reality, aiming for more humane
relationships and societies.
In this direction, this rural education
is configured as a struggle for all the
people, from different amazonic territories,
to have access to Human Rights of a
quality education socially referencieted,
turned to the rural interest. In this
perspective, the rural school needs to be
seen as part of a bigger project of the
working class, that turn to the
strengthening of subjects, their countryside
e their fights, within the historical
constitution of the movements of resistance
to capitalist expansion in their territories.
As stated Molina and Sá (2011, p. 112),
“The required democratization, therefore,
is not only about access, but also about the
production of knowledge, implying other
logics of production and overcoming the
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
Tocantinópolis/Brasil
v. 5
e9752
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2020
ISSN: 2525-4863
5
hierarchical view of the proper knowledge
of modernity capitalism”.
This way, rural education has a
challenge to understand the educational
process in the dimensions of the diversity
that constitute them, as social processes,
politics and cultures, trainers of human
beings and society itself, through the
voices of those who are part and living in
these territories, either as teacher or
student.
The more it stands out the diversity
of the countryside, more is the necessity of
education at the rural school. Them has a
greater urgency about the educational
thinking and a school culture that feeds on
this forming dynamic, that implies in
equating the school social function and of
the school in an insertion project of the
countryside in a society as whole.
In this context, some questions arise:
What are the children's condition of access,
in these rural schools? What are the
permanence politics implemented for the
schools? What are the teachers' practices
developed by the teachers to meet the
specifics of multi-grade classes, with the
respect of the different series?
In order to answer these questions,
we aim to analyze the images and
meanings that children and teachers have
about access to permanence in the rural
schools at Capitão Poço, a municipality of
Paraense Amazon. For that reason, we
seek: identify the context that bypass the
reality in the countryside in the Capitão
Poço city; and, diagnose the meaning
constructed by the children in the
countryside and the path that leads to
school.
Public and educational policies at the
rural school
The public policies, specific to a
rural school, are current since the Federal
Constitution in 1988, by highlighting
education as a right of all and a duty of the
State. As stated in the constitution (Brazil,
1988), in art. 205: “The education, right of
all and a family and state duty, will be
promoted and encouraged with the society
collaboration, aiming at full development
of people, their preparation of the
citizenship exercise and their qualification
to the job”.
To Hage (2005), the Rural Education
won space in the Brazilian educational
politics agendas at the I National Meeting
of Agrarian Reform Educators (I
NMARE), realized in Brasília in 1997,
following by the realization of the I and II
National Conference on Rural Education,
held, respectively, in 1998 and 2004, at
Luziânia-Goiás, events considered as
founding milestones of the Rural
Education movement.
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
Tocantinópolis/Brasil
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ISSN: 2525-4863
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This movement won space in the
national scenario, magnify the partners
number and institutions, assuming public
the fight flag “RURAL EDUCATION IS
OUR RIGHT AND THE STATE DUTY”,
sang in the verses of the militant Gilvan
Santos: “Rural Education is a right not
alms”. In this process of fighting, are
claimed that: i) the Rural education
received the public policy status; ii) the
State, in their different instances, make
themselves more present and recognize a
social debt, cultural and educative that it
has towards the diverse subjects that live in
the countryside and in the forest; and iii)
be recognized the specificity of the peoples
and their ways of living and be , to
graduate, to socialize, to learn, to produce
and to related to knowledge, with the
sciences and technologies, as values and
with the culture (CNEC, 2004).
This fight process empowered, while
the public policy, the achievement of a set
of regulatory frameworks for recognition
of rural education that highlights
democratization and the universality of the
rights to subjects and peoples from
different territories, in addition to respect
their specificity and socio-cultural
diversity. Among which, the following
stand out:
● Resolution nº 1/2002 of CNE /
CEB - that establishing Operational
Guidelines for the Basic Education
in Rural School;
● Seem nº 1/2006 of CNE / CEB -
that recognize the Let live Day for
the application of Alternation
Pedagogy in Family Center for
Alternation Training.
● Resolution nº 2/2008 of CNE /
CEB - that establishes
complementary guidelines, norms
and principles for the development
of public service policies for Basic
Education in the countryside.
● Resolution nº 4/2010 of CNE /
CEB - that recognize the rural
education as specific modality of
the Basic Education and defines the
rural education identity;
● Decree nº 7.352 / 2010 of the
Republic Presidency - that
attributes to Rural Education the
potential condition of State Policy
and regulates the National
Education Program on Agrarian
Reform (Programa Nacional de
Educação na Reforma Agrária -
PRONERA);
● Contact nº 83 / 2013 of MEC - that
institutes the National Program of
Rural Education (Programa
Nacional de Educação do Campo -
PRONACAMPO);
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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● Law nº 12.960 / 2014 of the
Republic Presidency - that
established the guidelines and bases
of the national education, to show
the demand for the manifestation of
a normative organ of education
system for the closure of rural,
indigenous and quilombola schools.
In this Brazilian scenario, although
this documents represent the marks fights
of the popular movements for a quality in
rural education, socially referencited,
criticism, the guarantee of rights and the
subject interesting, the historical
contradictions also are presented in other
instruments of public educational policies
in the country, silencing the interests and
struggles of subjects in the countryside, as
explained by Hage (2005, p. 6):
The new National Education Plan
(NEP) recently approved, Law nº 13.
005, of June, 25th of 2014, does not
have explicit goals for the Rural
Education, however, includes, within
the scope of the certain goals,
strategies that explicitly promote the
care of rural population and
indigenous and quilombola’s
communities, focusing on the cultural
specificities of these populations.
However, we observe the strategies
described that, even in the implicit form,
there is one direction to think in the
organization, educational offer and care
bases on the different subjects of the
countryside, their context, their cultures
and values, the ways of relating to time and
space, the ways of family organization and
work, and their way of being: woman,
man, child, young, adult or elderly. Finally,
ways of Being and Becoming Human.
Having this subjects in countryside
and their constitute process as a starting
point, for the formulation of the public
policies, means respecting the popular
character and the principles for quality
teaching as a fundamental right of the
subject who live in these territories, being
the State duty promote this right at all
levels and modalities of Basic Education,
according to what is proposed in the Law
of Directives and Bases of Education
(LDB), as stated by Lenartovicz (2017, p.
14765 - 14766):
The rural population is inserted and
supported by law, and the rural
education is not only a charity
offered to this part of the population,
but a right foreseen by the Federative
Constitution of the Republic of 1988
and that everyone, in a qualitative
way, should enjoy.
Soon, a popular project, of different
rural territories in development, is a reality
that should start to be built and,
consequently, requires a critical education
that prepares the countryside people to be
the subject of this construction; an
education that guarantees the right to
knowledge, to science and technology
socially produced and accumulated. And,
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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also contribute in the construction and
affirmation of this rural population as
subjects of values and culture, self -
images and identities of the diversities that
make up the rural Brazilian population.
Rural Education and the multiseries
Although the advances in terms of
educational policies for the countryside
are recognized, addressed in the previous
subtopic, in which the expansion and the
changes in the construction of their
regulatory frameworks are evidenced, we
are very far from ensuring the
universalization of Basic Education to the
subjects of the countryside, as well as
overcoming the situation of marked
educational inequality, marked by a still
precarious situation in relation to the
permanence and learning of students in
rural schools (Hage & Cruz, 2017).
The precariousness of existential
conditions and the functioning of schools
in rural territories in Paraense Amazon
are constantly strained by the struggle and
recognition of the Right to Rural
Education, by the need to expand by the
offer of public schooling and social
quality at all levels of education. In this
sense, Pinheiro (2018, p. 13) highlights
that:
the rural education has been
categorized as a space of
precariousness through neglect,
specially due to the absence of public
policies for the population living
there. This situation has
repercussions in this society reality,
in the absence of suitable roads for
the production flows; lack of
adequate health care; in the absence
of technical assistance; no access to
quality basic and higher education,
among others.
To a large extent, schools in the
countryside are involved in a complexity
of aspects that imply form performance. As
a form, they are predominantly
characterized as multi-grade, configured by
meeting, in a single room, of students from
different initial years of Elementary School
and, in some cases of Early Childhood
Education, or even of students called
“leaning”, because they accompany their
oldest siblings and/or they do not have
their documents to enroll. In performance,
it is characterized by the presence of a
single teacher responsible for conducting
the pedagogical work, being, therefore, a
teacher. Features that differentiate them
from most urban schools, where students
are assigned by grade / year and each class
has its own teacher (Hage, 2005).
We emphasize that these schools,
justified in the speeches of municipal
governments as the most viable
(economically) way to guarantee the right
of schooling of Amazon subjects, in their
own territories, contribute in a
contradictory way to the processes of
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
Tocantinópolis/Brasil
v. 5
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deterritorialization of subjects in the
countryside, as described by Souza and
Santos (2007, p. 214):
The multi-series class allows us to
think about the contradictions that
permeate the countryside today. On
one side, there is a small number of
children in each school grade; on the
other side, the younger ones have to
go to the cities to complete
elementary and high school, as well
as to a Superior Education. This
reality, in addition to the precarious
agriculture policy, contributes to
young people showing interest in
migrating to urban areas.
In the trajectory for the existence and
resistance of schools in / at the
countryside, the grade classes were
consolidating themselves as highlight by
Hage (2005), due to numerous factors that
interfere in the quality of the education and
strengthen the discredit that is attributed to
multi - grade schools, within which stand
out: the precarities of the school's building;
the lack of resources teaching materials/
the long distance that the students and
teachers travel to school and, adds to these
conditions, the advancement of the
nucleation policy linked to inadequate
school transport; the isolation and overload
of teaching work (the lack of pedagogical
support by the municipal education
departments and the multiple functions
performed), in addition to job instability.
However, Souza and Santos (2007, p.
213) are forceful in stating that the multi -
grade school, despite being “ a product of
urban leftovers and synonymous with
precarious education from a pedagogical
and material point of view”, can be
configured as a “symbol of the resistance
of countryside workers”, as far as where it
can, as described by Hage (2005),
transgress the serial teaching model, by
means of: the participation of subjects in
their processes of sensitive listening and
resignification of curricula and practices;
the recognition of difference, the
valorization of inter - multiculturality,
which shapes identities and subjectivities,
the ways of life proper and the knowledge
of countryside population.
In this direction, coping with the
ailments that involve the conditions of the
form and performance of rural schools
needs to be guide by the quality socially
referenced in the subject’s voices, their
lives, their culture and their territories,
through a combination of actions that
articulate the macro and micro, the aspects
appear and the conception, as issues of
policies, organization of education and
training of professionals to work in these
schools.
In this sense, bridging the children’s
voices on the forms of access and the
strategies constructed by the teachers to
guarantee their permanence impels them to
look at rural schools from another
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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perspective, less concerned with the
ranking and more focused on giving
visibility to the pedagogical articulation
that trigger processes of resistance in the
most diverse forms, although not very
expressive.
Research pathways
The idea of portrait, present in this
work, implies the images that reflect the
reality of rural schools in the countryside
of the Paraense Amazon. It is an exercise
that seeks to analyze subjects, contexts and
meanings constructed in the intersubjective
dialectical movement, constituted and
constructing this reality, revealing images
of a specific place and understanding the
senses and meanings attributed. In the
words of Flusser (1998), the portrait
comprises the mirror which, by definition,
is an instrument that reflects and speculates
(speculum = mirror). In the case in
question, it is to analyze the
representations that reveal the symbolic
world and guide the conduct of the subjects
in this reality.
In this sense, to reflect on the school
of the countryside in a given reality is to
articulate in our text the dimensionalities
of Jodelet (2001). They are: to present the
context, in which the images materialize
and gain the look of those who represent
them, the materiality of the senses; and to
bring out in the speeches that represent the
meanings that reveal and justify the
reflected images, which, in our view,
means feeding the knowledge constructed
in the symbolic relations between me and
the other, that is, in intersubjectivity.
As Jodelet (2001) points out, social
representations are dynamic processes of
internalizations and constructions of
images and meanings about the world,
based on the relationship with the
environment and the other, thus
constituting a construction of the subject
and his own speeches, generated from their
interaction with the environment,
However, it is not just a matter of
reproducing images, but of building them,
since from the contact with the other we
build our own understanding of the world,
as stated by Moscovici (1978, p. 48),
Social representations are dynamic
sets, their status is that of the
production of behaviors and
relationships with the environment,
that of an action that modifies each
other, and not that of reproduction ...
nor that of a reaction to a determined
external stimulus ... they are systems
that have their own logic and a
particular language, a structure of
implications that refer to both values
and concepts [with] their own style
of discourse. We do not consider
them as opinions about nor images
of, but as “theories”, as “collective
sciences” sui generis, destined to the
interpretation and construction of
reality.
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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Thus, the term portrait is used to
mean the ambivalent sense of
intersubjectivity, which is constructed from
what is being observed by empirical
verification and by relational aspects
between the objective and the subjective
world. When referring to Intersubjectivity,
we articulate the social psychology of
Jodelet (2001) and Marková (2003),
assuming the idea that “any theory of
intersubjectivity must involve language
and communication, ontological diversity
that serve as a starting point for
communication between different concepts
of me and others” (Marková, 2003, p. 249).
In this research investment, it was
the strategy used to investigate the
subjectivities constructed by students and
teachers about the paths that lead rural
schools. Participated in the research: one
(01) teacher and three (03) students Pedro
(06) six years old, Maria (09) nine years
old and Carol (08) eight years old,
(fictitious names) from a multi - grade
country school, located in the municipality
of Capitão Poço / Pará. The sample
selected for the empirical study occurred
through the application of semi-structured
interviews with the teacher, and the
technique of making the drawing of the
three students. The analysis in turn was
structured presenting the context of social
representations, in this case, the reality of
Rural Education in the municipality of
Capitão Poço and the meanings.
Results and discussions
Social Representations are strategies
that social subjects build to face the
diversity and mobility of a world that
transcends their individualities. In this
sense, they are a potential space for
common fabrication, where each subject
goes beyond their own individuality, to
enter the domain of socially constructed
reality (Jovchelovitch, 1994).
The metaphor of the portrait is used
as an analogy to the idea of revealing the
images and meanings that are built on
reality, which we propose, as described in
the previous subtopic, just as one looks in
the mirror and sees a reflected image,
assigning meanings to what is seen,
seeking to reflect on the constructed image
of the rural school in a given reality.
Therefore, to reflect is to articulate, in our
text, the contexts and meanings that
constitute social representations (Jodelet,
2001).
Among Reflections and Images: contexts
that circumvent the reality of Rural
Education in the Paraense Amazon
Capitão Poço is a Brazilian
municipality in the state of Pará, located in
the micro region of Guamá and
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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mesoregion of the Northeast of Pará, 226
km from the state capital, Belém (Map 1).
The municipality has an area of
approximately 2.899.53 km2 and a
population of 50.774 inhabitants (IBGE,
2010).
Map 1 - Location of Capitão Poço / PA.
Source: IBGE, 2010.
Capitão Poço was recognized as a
municipality in 1961, linked to the process
of the so-called advance of the migrant
pioneer fronts. Movement in Pará territory
where migrants from other parts of the
country, mainly from the Northeast,
influenced by the construction of the
Belém - Brasília highway, came in search
of work in this region of the Amazon
(Carvalho, 2004).
In the productive territorial dynamics
of the Northeast of Pará, Capitão Poço is
the municipality with the largest agro rural
active population; it presents an economy
based mainly on citrus - production of
orange (Citrus - sinensis) and, to a lesser
extent, on bovine culture (Pará, 2011).
The educational reality of Capitão
Poço reflects an image very similar to
many municipalities in the State of Pará,
revealing that the highest illiteracy rates
are found in rural territories, with high
rates of School Exclusion, expressed in
statistics, with 10,366 of the total 51,893
inhabitants have less than 1 (one) years of
schooling; and of the 46% of the
population that rhea the 5th year of
elementary school, they are delayed by 2
(two) years or more (Qedu, 2017).
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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In turn, the dynamics of a political
order, which prevented public competitions
in the municipality, put it on the scene of
the municipalities in the State of Pará,
which have the highest rates of untrained
teachers especially those in schools in rural
territories and, still, of professors with no
employment relationship, who are fired
and hired at each change of government, in
a dynamic of “politics” and “job hanger”,
disrespecting the career of these
professionals.
We emphasize that the municipality
has 118 schools offering Basic Education.
Of this amount, 18 of them belong to the
state education network: 06 are located at
the seat of the municipality - urban area, 05
in rural territories and 7 in indigenous
territories, specifically in Tembé
Territories. The municipal network has 100
schools, of which only 13 are in the urban
area and 87 schools in rural areas. Of this
number of schools, located in rural
territories, 67 operate on the model of
multi - grade classes, as shown in Table 1
below:
Table 1 - Quantitative of Schools in the Municipality of Capitão Poço / PA.
Teaching Network
Numbers of Schools /Territories
Total
Urban
Rural
Indigenous
State
06
05
07
18
Municipal
13
87
-
100
Total
19
93
07
118
Source: SEMED, 2018.
When we associate the questions
related to teachers from the municipality of
Capitão Poço to the fact that multiseries
schools have poor infrastructure and works
in very small buildings, at most two
compartments, we notice a reality that does
not stimulate the teachers nor the students
in stay or feel proud of study in those
schools located in their own community, as
describe Hage (2005), strengthening the
negative stigma of the rural school, which
provokes in the subject from the
countryside the desire of study in the city’s
schools.
The Pictures 1 and 2 show the basic
structure of a rural school. The Picture 1
shows two doors, one is a classroom where
the pedagogical activities and all others
activities that are related to the subjects of
the school and community take place; the
other door is a kitchen/ pantry/ warehouse/
secretary, which has a small oven with gas
canister – which is not always replaced by
the Semed – stacks of books, folders of
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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documents from students and school, and
groceries for lunch, disputing this place.
And in Picture 2
shows the external bathroom, which does
not always have toilets, or when there is,
does not have running water.
Picture 1 - Municipal School João P. de Medeiros.
Source: Photographic collection of field research, 2019.
Picture 2 - The bathroom in the external part of the researched school.
Source: Photographic collection of field research, 2019.
The Picture in most of the schools,
with multi-series classes, revealed a big
challenger so that the constitutional
precepts and operational legal frameworks
announced are met. The evidence from this
fragile picture has demanded an urgent and
substantial intervention in the objective
and subjective conditions of the existence
of these schools. To Souza and Santos
(2007, p. 3),
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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The multi-series schools have found
major operating difficulties in the
educational Brazilian system. In
addition to running the risk of
closure by city halls as there is no
demand for students, they are
marginalized by society as schools
with poor teaching. In this
perspective, one tries to legitimize
the idea that for the countryman the
letters are not necessary, only the
hoe.
In the case of Capitão Poço, the 67
multi-series classes are treated as “normal”
groups, it means they are not differentiated
from schools in urban areas. Based on the
teacher’s words “There is no specific
information for the teachers and no
differentiated curriculum to work on this
classes”, what is explicit is the sense of
need to adapt, divide the time and work the
contents according to the school ages of
each students, justified by the feeling of
being pressured and responsible even by
the Municipal Secretariat of Education
(Secretaria Municipal de Educação -
SEMED) for the poor quality of education.
Situation identified in the testimony of the
researched teacher (2019): “The difficulty
is to work with multi-serie class because
many kids have difficulties and it is not
possible to give the attention that the
student needs since it is all the classes
together, I have students from the
Kindergarten to Elementary. We do what
we can and because it is only one teacher
in class”.
In this scenery, in the name of a
speech of normalcy, we found the marks of
negation of the rights due to the
intensification of work and the
precariousness of existential living
conditions, rural social movements discuss
another logistic for rural schools, that is, to
expand the offer of public schooling based
on the quality socially referenced by the
voices of the rural subjects.
The children in early childhood
education live around 65 to 98 foot (20 to
30 meter) and make the route with their
parents, the oldest in the other hand live in
a distance around 1.2 miles (2 kilometers)
a path surrounded of many forests, dirt
road, difficult access and, due the lack of
transport, go to school on foot.
Beside the distance, another obstacle
that marks the path to school is a bridge
made of wood, in precarious conditions,
with loose boards and without a handrail,
which passes over a 200 meters long
stream, illustrated in picture 3 below.
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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Picture 3 - Bridge where the students pass to go school.
Source: Photographic collection of field research, 2019.
Authors, as Pinheiro (2018, p. 46),
affirm that the reflex of the neglect of local
governments in relation to the rural subject
is configured by the absence of public
policies and reflects in the absence of the
guarantee of fundamental human rights,
among which, health, education,
has been characterized as a space of
precariousness by neglect, especially
by the absence of public policies for
the population that live there. This
situation has had repercussions in this
social reality, in the absence of
appropriate roads for the production
flow; lack of adequate health care;
absence of technical assistance; no
access to quality Basic and Higher
Education, among others.
We must consider a public policy
of rural education, since it is not about only
the construction of school buildings in the
countryside. In addition to the building
with conditions, other dimensions are
present in this struggle, such as: adequate
curriculum, teachers who are aware of this
reality and with appropriate formation,
offer that meets the educational reality of
the subjects. Finally, it is a school that
must have social quality as a basic
principle. In other words, the guarantee of
the right to education in the countryside
requires a series of public policies that in
fact favor the access and permanence of
these subjects at school and with social
quality.
In this sense, the fight for a rural
school, in the symbolic sense, is the fight
against many other forms of subtractions
and guarantees of rights of the countryside
subjects, whose symbolism can be
highlighted when the school is seen as a
means of mediation of information
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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empowerment, citizenship, stimulating the
perception that, as a citizen, the subject of
the countryside has rights that need to be
guaranteed.
In the reflection of the mirror: the
senses reveal and justify the images of
the paths that lead to the school/rural
school
It is necessary to think of rural
education as a space for valuing subjects
made up of their own identities and lords
of rights, both the right to difference and
the right to equality, subjects capable of
building their own history and defining the
education they need.
We emphasize that in the perspective
of right to own identities, the ones who
transits in the struggle between equality
and difference surpasses both the logic of
law in reducing positivist views and its
tendency to see all law in the social order
established by the dominant class and
groups, with its customary norms or by the
laws of the State, as well as to the
jusnaturalista logic, which points out the
need for an evaluation criterion, of these
same norms, to measure their “Justice”
(that is, the legitimacy of the origin and
content) without being able to satisfactorily
determine the standard of the measure
(Lira Filho, 1982 ).
Thus, in the process of overcoming
the logic of positive law - natural right,
through a dialectic movement between
equality and the difference, the struggle for
the Right to education of rural subjects has
demanded that the historical “portrait” be
set in motion, revealing that the possible
picture, today, is the democratization of
education.
In this direction, the education of the
rural subject can be a guiding element for
the discussion of democratizing access to
rights, giving direction to the desired
rights. This implies thinking about policies
and actions that make it possible to
articulate the totality of reality, as an
objective, and recognize as necessary the
creation of school forms, training
processes that respect scientific and
objective knowledge to the knowledge and
ways of life and culture of farmers. The
current theoretical challenge, as is
defended by Caldart (2004), is to build the
paradigm counter-hegemonic of Rural
Education: producing theories, building,
consolidating and disseminating our
concepts, that means, the concepts, the way
of seeing, the ideas that conform to an
interpretation and a position in front of the
reality that is constituted by the dialogical
relationship between countryside and
education.
In this logic, among some principles
of rural education that should guide the
rural school actions stand out: education as
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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Right, which guides the democratization
of articulated education the quality socially
referenced at its different levels, stages and
modalities, in the expansion of schools
number with adequate infrastructure, as
well as valuing rural educators and their
working conditions; education with the
cognoscente subjects - subjects of
knowledge and action, which defends the
thesis that projects in education must be
thought, elaborated and developed together
with the maximum numbers of subjects in
the educational processes; education as
relational, in which the educational
process involves the interaction between
the subjects and the organization, social
movements, communities are defended as
strategy to keep alive the fundamental
dimensions of the political struggle, to be
done for the construction of political and
pedagogical project of Rural Education.
When it is about the rights of kids in
the countryside of childhood education and
the final years at elementary school, the
Operational Guidelines for Rural
Education in its Art. 3 orients that they
should be offered in the communities
themselves, avoiding both the nucleation
of school and the displacement of children
and, only in exceptional cases, students of
the initial years of Elementary School may
be served in nucleation institutions, with
intra-field displacement and maximum
time established by education systems
(Opinion CNE / CEB, 2001).
Going to school is a path that may
lead to countless feelings, anguish,
happiness, fear, sadness, laziness and
anxiety, among many others. The kids'
singularity about the path that leads them
to school is, many times, very different
from the adults' view. That does not mean
to say that the kids do not understand the
difficulties, on the contrary, they intensify
in them contradictory feelings between
home and school, between countryside and
city. This fact was verified in the
testimonies of the children surveyed
below, and it should be noted that the
children's names are fictitious.
I like to go to school, I just do not
like when it is raining because it
floods. It is far from home (Pedro, 6
years old)
I’m afraid to go to school. There is a
bridge to get there. It is bad to pass
through it. (Maria, 9 years old).
It is bad because it is far from home
and I have to go on foot. (Carol, 8
years old).
In the children speech there are clues
about the precarious conditions and the
lack of infrastructure and adequate
conditions for mobility between their
houses to school, revealing that, when it is
about the offer of/in rural education in
Paraense Amazon, it is not always based
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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in the dynamics of access of these children
to these spaces.
In contrast, the image of the difficult-
to-access path, the children’s drawings,
shown in Picture 4, reveal that they build
and modify the meanings and senses about
the journey to school due to the specific
way of apprehending the world, in this
case, the constructed images gained
meanings in the intrinsic relations between
the child and nature.
Picture 4 - Children’s drawing about their path to school.
Source: Photographic collection of field research, 2019.
Inserted in a social context that
experience nature in different ways and
moments, from the example of the
dynamics of family productive activities,
plays, take shower in the river, fish and,
still, plays soccer any time, the interviewed
children represents their path experience in
very peculiar way, that means, in their
draws the school is surrounded of nature,
trees, clouds, birds and the water that cross
under the bridge, showing the cultural
influences of their environment. However
this relation appears in the children’s
speech as something that, many times,
need to be forgotten to arrive at the time
stipulated by the school, showing the
image of a school that, despite being
physically in the community, the life of the
community did not reach it,
I do not know how long it takes me
to get to school, I think that 20
minutes, that is because my mother
takes me to not be late. (Maria, 9
years old).
I take about 30 minutes because I go
on foot, sometimes I spend more, but
that is because I keep stopping, or
when it is raining, I run, I get wet and
duty, but I arrive faster. When it rains
on the way back, it's good because I
do not have to keep my clothes wet.
(Carol, 8 years old).
My father always takes me, I live
close to the school, I arrive soon
because he leaves me and then goes
to work. To come back is my mother.
(Pedro, 6 years old).
When we highlight what children
from the countryside say about the paths
they take to school, we consider that their
way of representing reveals feelings of
those who live in the countryside and not
in the city, because the difficulties faced
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
that lead to schools in Paraense Amazon...
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and the time spent by the children to leave
their houses and arrive school, alone and/
or accompanied by their parents, reflect a
historical problem of the subjects in the
countryside in the struggle to guarantee
their schooling and their children. The
search for schooling brings them closer to
another reality and distances them from
that nature little transformed by human
action.
There is a dialectic and contradictory
process that separates the human from the
nature, as Curry-Lindahl (1972) analyzes,
since there are several interferences in the
air, water, soil, vegetation and the place of
the human being in Biocommunity, which
are consequences of “human progress”. If,
on the one hand, we have the public
equipping of spaces that brings the
dimension of urbanity and brings human
beings closer to the facilities brought by
“development”, on the other hand we
identify that there is a distance from the
natural quality of the environment.
And if the subject of the countryside
interacts and experiences this environment,
respecting its cycle, with all its
incongruities and, as inherent to it, many
adjectives are imposed on it; the most
common, is indolent, lazy. Thereby, the
current is that walking, in this natural
space, toward an artificiality that escape
the context, building sense that going to
school means run to arrive on time, to stay
in the classroom for four hours, because it
is the “time to study” and not “time to
play”, speeches that are configured, in
many cases, as parameters to criticize them
as no-interest in the elaboration of phrases
that de-characterize their ways of life,
“study to be someone”
We emphasize that speeches like
these, deny the rural child the recognition
of their specific social syntheses of
different dimensions in relation to the
determinants of urban centers and, go
against the knowledge and practices that
over the past few years have instigated
educational policies to understand the
countryside as an emancipatory territory,
fertile constructions, practices and
struggles for the right of education, health,
housing, land and, in defense sustainable
living.
Contradictions like this, which
provokes demands for schools that
strengthen the feeling of belonging and
that potentiates the creation of a
countryside in which children can exist,
build their identities with the countryside,
with their culture and ways of life. A fight
that brings, at its core, the defense of the
valorization of rural subjects and the
recognition of their daily practices in their
complexities, pluralities, diversities and
singularities and, which defends the school
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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as a place for the exercise of autonomy in
which the community itself, has a voice in
the construction of the type of education
that is intended to have and its link with
the development project, especially when it
is in an Amazonian reality rich in its
heterogeneity.
Thereby, when it comes to the
education of rural children, especially in
the Amazon territorialities the challenge is
not to ignore the cultural wealth and
biodiversity in the name of an urban way
of life and an urban curriculum. In this
sense, the relationship between the
different forms of familiar production, the
identities and the values constructed in the
socio-cultural diversities of the Amazon
reiterate the need to strengthen the child's
relationship with nature.
The complexity in the relationship of
human-nature, built in different forms of
social interaction, interferes in the way the
children are going to attribute the sense
and interact with nature. In the words of
Bonacelli (2011, p. 13),
The nature is neither good nor bad, it
follows its own path and interacts
with all beings, and in relation to
humans, they need to constantly
change to live. To that change we
call evolution; necessary condition to
the existence of all forms of lifes.
And as a human being, man needs to
change and, therefore, as a cultural
being, this also forces changes, self-
organization.
In this dimension the cultural process
of change and the autonomy of the subject
of the countryside in the occupation and
elaboration of what they want from the
public space, in the exercise of citizenship,
lead us to transcend the figure of
“dominator of nature”, guided by the desire
and power of consumption, and extends the
conscious exercise of the right to be a
citizen who exercises his function as a
citizen before the Respublica (public
thing), demanding rights from a collective
project plan of society, one that requires
access to the law, while searching for
possible alternatives for a new relationship
between human beings and nature,
different from all the previous ones: more
sustainable, balanced and lasting.
In this sense, the rural school needs
to understand its role in the necessary
paradigmatic transformation and
understand the process of interactions that
the children establish with each other, with
their world and their ways of life in their
communities are loaded with meanings.
Thus, understanding what children think
can provide us with clues about portraits
and possible transformations in rural
territories.
Conclusions
The current educational scenery, in
our country, goes through serious
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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problems, above all, the rural education
that, facing so many mishaps continues on
the margins of public policies, especially
with regard to the reality of the multi-grade
classes, which have very little support from
the Department of Education in programs,
projects, training, and pedagogical support,
which encourage and point out
improvements to meet the educational
needs of the subjects in the countryside.
Therefore, understanding rural
education in Amazon’s reality is
challenging, since the form of supply
through multi-series education and
nucleation’s indicates contradictions and
conflicts of meanings about school and
education in Amazon’s territories,
configuring different, opposing and in
many cases antagonistic images and
meanings. We emphasize that education
projects are built on the complex webs of
relationships, mobilizations and diverse
and unique movements that involve
conflicts and alliances in terms of
guaranteeing rights and affirming existing
cultural identities amid unequal power
relations. In the words of Freire (1983, p.
83), “education, so thought, is a permanent
thing to do. Due to the not conclusion of
men and to intervene in reality”.
In this sense, the theoretical and
methodological countryside of Social
Representations allowed to identify the
sense built by the teacher and children
about the path that leads to school in a
certain Amazon context, revealing a
scenery, where policies for universal
access to education have not been able to
reach the specific reality of the rural
subjects, especially in the investigated
context.
This scenery has closely related to
the meanings that children end up building
on the paths that lead to school, since the
singular experiences related to nature are
disrespected in the name of an urban-
centric logic, mischaracterizing the ways
of being and doing themselves as subjects
of the countryside. Therefore, in the face of
the challenges that must be faced in order
to guarantee the constitutional rights to
rural children, ensuring the right to school
in the early stages of life, which
corresponds to the first stage of Basic
Education - Early Childhood Education,
rural education should be looked at with
more importance in the Brazilian
educational scenario. In addition to the
recognition of the right, it is necessary to
think about the offer and permanence of
subjects in the countryside in their school
contexts, as well as the structure and
organization of these spaces and the
curriculum.
Thus, it is indispensable to
investigate, in depth, the rural subject’s
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S. A. (2020). Pictures of Rural Education: images about the paths
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context, as well as establish a greater
articulation between education, culture,
languages, knowledge, technologies,
pedagogical and social practices, in a order
to build a school that can be articulated in
more effectively in each Amazonian
context, without, however, disregarding
social relations beyond the Amazonian
space.
Finally, in view of all challenges
faced in the rural educational territory,
despite advances in the democratization of
access to education in the Brazilian
educational system, Rural Education needs
to overcome invisibility and omnipresence
in debates on Education in the country,
especially of the popular classes of multi-
grade classes in the Amazon, to guarantee
access and quality stay in schools in the
countryside.
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Article Information
Received on June 2th, 2020
Accepted on October 10th, 2020
Published on November, 26th, 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
Joana d’Arc de Vasconcelos Neves
http://orcid.org/0000-0002-3110-3649
Antônio Pinheiro
http://orcid.org/0000-0002-6441-1613
Alessandra Sampaio Cunha
http://orcid.org/0000-0001-7504-3185
Tania Suely Azevedo Brasileiro
http://orcid.org/0000-0002-8423-4466
How to cite this article
APA
Neves, J. V., Pinheiro, A., Cunha, A. S., & Brasileiro, T. S.
A. (2020). Pictures of Rural Education: images about the
paths that lead to schools in Paraense Amazon. Rev.
Bras. Educ. Camp., 5, e9752.
http://dx.doi.org/10.20873/uft.rbec.e9752
ABNT
NEVES, J. V.; PINHEIRO, A.; CUNHA, A. S.;
BRASILEIRO, T. S. A. Pictures of Rural Education: images
about the paths that lead to schools in Paraense Amazon.
Rev. Bras. Educ. Camp., Tocantinópolis, v. 5, e9752,
2020. http://dx.doi.org/10.20873/uft.rbec.e9752