Educational work with projects in rural education

Abstract

Based on the struggle of rural social movements, laws and public policies aimed at peasant populations were devised, such as Rural Education, assuring these subjects their specificities and needs. These initiatives in Brazil date back less than three decades. A process of (re)affirmation of these policies and the permanent appreciation of the field is necessary, with education being a fundamental human condition in this process. Not any kind of education, but that thought by/for/with the peasants themselves, with a critical bias. The purpose of this article is to discuss the educational work with projects for Rural Education, based on studies produced on Rural Education, its legal bases, Historical-Critical Pedagogy and Alternation Pedagogy. Specifically, a pedagogical proposal for educational work with projects for Rural Education is presented. The theoretical framework was based on studies by Caldart (2019), Saviani (1983; 2016) and Vasconcellos (2014a and 2014b), among others. This proposal reached its intentionality of theoretical-practical relationship with the pedagogical proposal of educational work with projects for Rural Education, focusing on the primordial aspects of the ways of being and living in/of the countryside. It proved to be a useful opportunity to create a proposal to be applied in rural schools, involving teachers, students, families and the community, to strengthen the countryside as a space for life and work for social subjects. It is expected to expand the spaces for discussion, renewal of ideas and materialization of the principles, concepts and practices of Rural Education, above all, an appreciation of the peasant identity.