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This article presents a research on public schools located in rural territories and their pedagogical practices, highlighting the differences in the perspectives of Rural Education and Field Education. For this, the methodology used a qualitative approach, through instruments of the Systematization of Social Experiences and Practices in Popular Education. In this context, the investigation showed that one of the schools is committed to providing pedagogical practices with various activities, however, in a logic "focused" on the countryside, evidencing the conception of Rural Education, that comes from social practice without an intentionality assumed by the school. In another school, the advances obtained have an intentionality, clearly assumed by the school that allows it to advance in the perspective of Field Education. It appears, therefore, that overcoming the logic of Rural Education requires an intentionality assumed by the school, which develops mediations and transforms it into a public school in/from the field. [ABSTRACT FROM AUTHOR]

This study aims to reflect on the memories of women graduates and students of the Degree in Rural Education: Agricultural Sciences and Biology - LEdoC of the Federal University of Amapá - UNIFAP, Campus Mazagão. The audiovisual production of mini documentaries focuses on the memories of these women's trajectory in the educational and academic, path in different territories of the Amapaense Amazon. The methodology chosen was field research, with a qualitative approach of the descriptive-analytical type, combining methods of action research and oral history of women of the countryside, waters and forests, through the production of (auto)cartographies, writings and mini documentaries, in different territories of the Amapaense Amazon. As a result, this study contributed to understanding peasant women's forms of struggle and resistance, presenting the changes in perception, empowerment and self-recognition experienced in their education at the public university. [ABSTRACT FROM AUTHOR]

This article brings elements of reflection about pedagogy and alternation. Going from bibliographical research, the goal of this production was to reflect on its role in the protagonism of the CFRs (Rural Familiar Houses) alternants in the Amazon. It was possible to verify a proposition of rural education, having as principle the alternation pedagogy, forming and emancipatory educational practice, aimed at regional development, allowing for the protagonism of the alternants. They also noticed educational experiences aimed at the rural setting that meet the needs of the amazonian man. They're projects that elaborate and materialize their curriculums according to the reality of amazonian folk, blending the studies with the work of productive unities. [ABSTRACT FROM AUTHOR]

The article analyzes the process of constitution and closing of a degree course in Rural Education at UTFPR, Campus Dois Vizinhos. The historical context that allowed the emergence of this course in Brazil is analyzed; the factors that contributed to the opening of the course at the mentioned university; results of the implementation and the difficulties encountered for maintenance are presented, as well as the difficulties encountered by graduates to obtain work in the training area. Finally, an analysis is made of the factors, internal and external to the university, that led to the closure of the course. Methodologically, a questionnaire was applied to the graduates of the first group of the course, analysis of documents (Pedagogical Project of the Course, minutes of the Structuring Teaching Nucleus and the Collegiate), as well as the authors' experience as teachers and managers. [ABSTRACT FROM AUTHOR]

The objective of this work is to analyze the possibilities of implantation of an Interdisciplinary Program of Rural Education in the cities of Planalto Norte of Santa Catarina. The semi-structured interviews were carried out with representatives of four municipalities in the region of the Associação dos Municípios do Planalto Norte Catarinense (Amplanorte). From the analysis, it is clear the need to deepen the discussions regarding the different modalities of Education, as is the case of Rural Education. There is a lack of rural schools in the municipalities and, even when present, the lack of an adapted curriculum that is contextualized with the specificities of students. Finally, the importance of Rural Education for the region is evident, as it presents relevant agricultural production characteristics, as well as the existence of a good part of the regional population living in rural areas. [ABSTRACT FROM AUTHOR]

The issues linked to the Education of people who live in Campo and the Training of its Educators, in one way or another, did not disappear during the pandemic period, they continued to be present, demanding the maintenance of the struggles of social movements. These, not long ago, requested an alliance with the public university, assuming it as the locus that drives the training of their educators. The university has a lot to contribute in the process of recognizing the Education of people who live in the countryside, from the training process to the academic production on the subject. In this sense, this article proposes a cut that expresses the contours of the educational policies put to this education, dialoguing with the legislated, its problems, but also assuming some points that can be considered as founders of new directions, during and after the pandemic, of the militancy of social movements. [ABSTRACT FROM AUTHOR]

The present work aims to understand how the Degree in Rural Education at the Federal University of Goiás - Campus Goiás (LEdoC/UFG-Câmpus Goiás) organizes Alternation in order to approach the Rural Education project. We based our reflections on the theoretical field of Rural Education and Alternation and adopted a qualitative approach through methodological procedures such as document analysis of the Pedagogical Project of the Course (PPC) and participant research. The analysis allowed us to infer that the construction of Alternation in the course is dialectical as it sometimes seeks alternatives to overcome barriers to break with traditional teacher training, sometimes it presents limitations in approaching the Rural Education movement. [ABSTRACT FROM AUTHOR]

Throughout its history, rural education has resisted a context of social neglect and denial by the government. In the midst of weaknesses and challenges, young people and adults from rural schools manage to overcome barriers and achieve academic success, reaching Higher Education. In this article, we aim to discuss the school trajectory of university students who participate in the PIBID, coming from rural schools, as a result of a, descriptive and exploratory field research with a qualitative approach, carried out through semi-structured interviews with five university students who are PIBID's scholarship holders at UERN/Campus Pau dos Ferros. From the results, we can highlight the encounter with teaching, which was gaining space in the formation, with the opportunity of PIBID, satisfactory performance in the formative activities of the course and improvement of teaching in schools and overcoming of difficulties along the school trajectory. We conclude that the countryside presents itself to the interviewees as a stage of their memories, experiences throughout their school trajectories, with the PIBID, being a program that made it possible for them to stay in the course and expanded their expectations and future projections of prolonging their studies. [ABSTRACT FROM AUTHOR]

This article presents a sample of a master's research conducted in the context of an extension project implemented in public schools located in the countryside, in the Southwest region of Paraná, in the period from 2015 to 2020, which sought to socialize the possibilities of institutionalizing, from the practice of public schools located in the countryside, based on legal guarantees, a process of re-articulation of these schools from the perspective of the National Movement for Field Education. The research analyzed, along with the schools in question, the development of references that promoted changes by means of a methodological instrument, of which four moments and places stand out: the Family School Trails, the Inventory of the Reality of the School Surroundings, the Interdisciplinary Collective Planning and the Circle of Knowledge. It was possible to identify that great part of the schools located in the countryside find it difficult to have a perspective of change about crystallized practices, and still rooted in Rural Education, for being distant from the organicity of the Rural People's Social Movements (MSPdoC) and their organizations. To account for these changes in specific realities implies in "producing movement", and "rearticulating bonds" among schools, communities and their surroundings, and also with the managing bodies. Institutionalizing such references and movements of time, space, and methodological tools is a way to guarantee the right to Field Education. [ABSTRACT FROM AUTHOR]

In the last two decades, the basic education financing policy in Brazil has incorporated important redistributive mechanisms, aiming to reduce inequalities in the offer of education that compromise the guarantee of the right to education, in conditions of equity and quality. This article analyzes the guarantee of the right to education for rural people after the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério, implementedin 1997, based on the value/student/year of Fundef, Fundeb and CAQ and data on the conditions of basic education in rural areas. Evidences are presented that the financing policy incorporated mechanisms of positive differentiation for education in the countryside, but they were not enough to improve the conditions of the offer of education. [ABSTRACT FROM AUTHOR]

The present paper aims at analyzing the training of field teachers in the context of the Degree Course in Rural Education (LEDOC) at the Dom Aureliano Matos Faculty of Philosophy (FAFIDAM), campus of the Ceará State University. It is a qualitative study and based on doctoral research which examines historical-dialectical materialism within a bibliographic and documentary investigation. It was possible to observe that the LEDOC/FAFIDAM contributed to the confrontation of the educational problems experienced by the peasant populations strengthening the political pedagogical project of the Rural Schools in several regions of the State of Ceará. [ABSTRACT FROM AUTHOR]

The continuing education of rural teachers is considered essential for the construction of the identity of being a teacher and for the construction of an education proposal aimed at peasant development. This formative space, which takes place both in service, in the school space, and outside it, in universities, institutes and social movements, is considered as a territory of dispute and power. In an effort to understand, we discussed continuing education and its relationship between theory and practice in the resolutions and prescriptions of the National Common Curricular Base (BNCC) in the light of the category of analysis "contradiction", of the dialectical materialism method. Finally, regarding the centrality in the epistemology of practice marked by rural education, we point to praxis with the appreciation of the knowledge built by humanity and the unity of theory and practice. For this, we used a literature review, document analysis and data collected through questionnaires with education secretaries and field teachers in the municipalities surveyed. The results point to formations focused on the epistemology of pedagogical practice, conditioned to problems that arise in the daily life of the classroom, Exchange of knowledge, reposts of successful experiences and sharing of anxieties; training focused on essential knowledge: Portuguese and mathematics (Reading, writing and calculation) with preparation for external assessments and) lack of specific continuing training for Rural Education. Finally, regarding the centrality in the epistemology of practice marked by rural education, we point to práxis with the knowlwdgw built by humanity and the unity of theory and practice. [ABSTRACT FROM AUTHOR]

This article aims to reflect on the contradictions of the Pedagogical Residency Program (PR) amid the epistemology of practice imposed by CAPES Public Notice of number 06/2018, as well as analyze the Degree in Rural Education at the Federal University of Pará, Tocantins/Cametá Campus, as a training policy in the counter-hegemonic perspective. Our methodology consisted of bibliographic, documentary, and field research studies. The results showed that the effective experience of students in the process of training the course under analysis sought to introduce them to work in countryside schools, implementing a curriculum with an interdisciplinary perspective centered on life and work, in which sociocultural and scientific knowledge is permanent dialogue. [ABSTRACT FROM AUTHOR]

This work has aimed to discuss the alternation system of education in teacher training in the Southeast region, more specifically at the Federal University of Minas Gerais (UFMG), Federal Rural University of Rio de Janeiro (UFRRJ) and Federal University of Espirito Santo (UFES). The methodology of bibliographic research with a qualitative approach was used. Among the main studies carried out, we highlight the use of training in the alternation system of education organized in school/university time and community time as an educational proposition for organizing the curriculum in the institutions mentioned earlier. As an educational option, the application of an integrative alternation system of education stands out, that is, the intercommunication between the different stages of education and spaces as well as the references of the rural education movement in Brazil. Among the pedagogical mediations used for the articulation of school/university time, the study plan, the real-life journal, the common placement developed at UFEs, the community time guide, and the Socioterritorial Journey in the degree of Rural education of UFMG and UFRRJ utilized Working Groups (GT) and the integrated work as mediations that can articulate the different stages of education in the training of teachers of the mentioned universities. [ABSTRACT FROM AUTHOR]

This article analyzes the educational experience built by the Degree in Rural Educationat the Federal University of Triângulo Mineiro (Lecampo/UFTM). Following from its origin, as a public education policy, aime dat rural populations, to the characteristics it assumed from the interaction of its political-pedagogical proposal with the territories and subjects involved in it. Supported by empirical observation and bibliographic research, the text seeks to highlight the importance and dimension that the participation and protagonism of the sesubjects and territories assumed in the constitution of this experience of popular education in the Brazilian university, aimed at the formation of educators committed to the struggles and interests of rural peoples. [ABSTRACT FROM AUTHOR]

The present work is an excerpt from a doctoral thesis defended in 2020 that analyzed the implementation of PROCAMPO. Thus, we seek to analyze the historical trajectory of the university and the implementation of the PROCAMPO policy to understand how this policy worked in the access to the university of the populations that make up the Brazilian countryside. Data analysis was organized based on microdata from the higher education census from 2009 to 2018, interviews and documental analysis of minutes and documents produced by the Degree in Rural Education courses. What we can understand from this movement is that PROCAMPO was a policy that subverted several paradigms in Brazilian public universities. [ABSTRACT FROM AUTHOR]

The article presents research results on the performance of graduates of the Degree in Rural Education from federal institutions in the North, Midwest, and Southeast regions of Brazil, aiming to demonstrate the importance of the courses in defense of Education for the peasants. The methodology of documental analysis of theses and dissertations on the graduates of the LEdoCs, of published articles that deal with this them and of the Pedagogical Political Projects of the courses, was adopted. The results show the importance of the Degree in Rural Education in the territories in focus, by expanding access to Higher Education with a significant offer of vacancies aimed at peasant, as well as the importance of these forming courses in the process of knowledge production. [ABSTRACT FROM AUTHOR]

This article brings a discussion and updates on the challenges and contradictions of the institutional and training paths of the Federal Network of Education, Science and Technology, and in particular the Campi, which are characterized by the identification of meeting the demands of collective subjects of rights in the countryside, waters and forests. The methodology used was a narrative bibliographic review and its purpose was to draw a historical line between Professional Education in Brazil, the principles and ideas that support the political and pedagogical propositions mainly connected to the countryside, emphasizing the challenges, limits and possibilities of the Federal Network, for then to highlight the necessity of an approximation between Field Education and Movement Pedagogy, as a way to make its institutional mission viable. The route of updating the Federal Network necessarily involves the uncompromising recognition of the rights and historical achievements of the rural working class, breaking with the assumptions of the Agricultural or Rural Education. [ABSTRACT FROM AUTHOR]

This article aims to recover and recognize the importance of one of the many experiences that link agrarian reform with the university. It is about the specialization course Agrarian Residency at UNB, which took place between 2013 and 2015. The course focused on the training of 35 young people from settlements and quilombola areas of the DF/Entorno, stimulating them to investigate the productive matrices of life in the countryside, with emphasis on Agroecology, Culture, Communication and Art, Cooperation and Human Formation. Stimulated by the internal organizational process that involved the active participation of the students, the course showed a conception of university more focused on dialogue and collective construction with the communities of the territories investigated. It became evident a necessary and possible encounter between popular movements and the university in the construction of new productive matrices of life in the countryside that overcome the destructive logic of agribusiness. [ABSTRACT FROM AUTHOR]

This study is located in the investigation between the relation of the social projects developed in the peasant schools by companies of the agroindustrial branch and the perspective of the class struggle proposed by the Rural Education movement. To develop it, we used the qualitative methodology based on the bibliographic analysis. We highlight the achievements of this modality in recent decades. However, we highlight the impacts that capitalist projects have on rural schools. In this sense, it is important that these institutions and their education networks, establish partnerships in order to enable their educators to establish practices to strengthen an education that is geared to peasant needs. [ABSTRACT FROM AUTHOR]

In this paper, the authors analyse the implementation experience of the first two classes of the Degree of Rural Education (LeCampo) of the Federal University of Minas Gerais. The goal was to understand the levels of participation of social movements in the organization of the educational actions and proposals of the program. The category "Organicity" was the guide of the analysis, highlighting the necessary political and pedagogical mediations of the subjects in the project. We concluded that the participation of the subjects is a condition for consolidating a politicized and emancipatory education, as presumed in the project. [ABSTRACT FROM AUTHOR]