A educação do campo enquanto uma dimensão do território Camponês: propostas e desafios a partir da situação da oferta de educação em Nazarezinho – PB

Abstract

Quality education is essential for the development of a fair and equal society. However, throughout history, especially in Brazil, such provision has not been ensured in a way that meets these principles, particularly concerning the population living in rural areas. In this context, Rural Education emerged from social struggles and as a response to the historical educational inequalities suffered by rural populations. In Brazil, education in rural areas has traditionally been marked by neglect, with precarious infrastructure, little investment from the public sector, and little appreciation of rural realities. In this scenario, Rural Education aims to bridge this gap by promoting education that recognizes the countryside as a legitimate space for living and knowledge, rescuing rural identity and the autonomy of rural communities. This research sought to investigate the educational provision for rural areas in the municipality of Nazarezinho - PB, aiming to analyze the conditions of schools and the challenges faced by teachers and students in the context of rural education. The work adopted the geographic analysis category of territory, based on the conceptions of Haesbaert (2007) and Fernandes and Molina (2004). The methodology had a qualitative-quantitative approach, combining bibliographic research, document analysis, and semi-structured interviews with teachers working in rural schools in the municipality. The results show a precarious situation in rural schools, with limited infrastructure, lack of adequate pedagogical resources, and difficulties faced by teachers, especially in dealing with multigrade classes. Additionally, the process of closing rural schools stands out as a policy that disarticulates communities and weakens the residents' connection to their territory. This context compromises the social and educational development of the rural population, perpetuating inequalities in relation to urban areas. The research also discussed alternatives to face these challenges, focusing on curricular reorientation as a way to try to stop the closure of rural schools, and, as a last resort, planned nucleation. It was possible to conclude that it is essential to rethink the education model offered in these areas, ensuring training that values the rural way of life and promotes social inclusion and the development of rural regions.