Perspectives of actors connected to the academic life of students in school transition and adjustment in settlements organized by the MST

Abstract

ABSTRACT. This article was driven by the historical context of rural education and the historic al struggle of farmer’s movements for a rural education, where he investigated the understandings, experiences and expectations of the actors linked to the academic life of students of elementary school in transition and school adjustment. Thus, the aim of this research was to deepen the understanding of the process of transition and adaptation of students from rural schools the MST settlements to urban public schools in the state of Pernambuco. The qualitative and quantitative research and data collection was performed by questionnaires, interviews and school diaries with students, teachers, educators, managers of schools, parents / guardians and leaders of the MST. The collected information for this work allowed to generate basic knowledge to discussions needed for construction projects and maturation of ideas that can meet the singularities of the field of education, and result in actions that can address the issue of transitions and school adaptations. The results showed that the transitions and school adaptations are sustained and that there is, from a possible accommodation, which can even be confused with connivance, the limitations and lack of training for the responsible actors.