PRÁTICAS PEDAGÓGICAS DE ESCOLAS PÚBLICAS LOCALIZADAS NOS TERRITÓRIOS RURAIS E AS PERSPECTIVAS DA EDUCAÇÃO RURAL E DA EDUCAÇÃO DO CAMPO.

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]