Countryside education

movement and resistance

Abstract

This bibliographic work is the result of research carried out during the Master's Degree in Teaching Science and Humanities, at the Institute of Education, Agriculture and Environment - Federal University of Amazonas. The theme was developed with the aim of discussing countryside education in Brazil, making a dynamic and dialectical movement of thought. During the analyses, the qualitative approach of the raised bibliographical research was used. The results indicate that this education is woven by many struggles, conflicts, but also by the strength of peasant identities that resist, seeking ways of their emancipation, opposing the model of education supported by capital, to create sustainability in the countryside, whose struggles caused in normative frameworks to propose a countryside education. For centuries, a model of banking and authoritarian education prevailed, serving to maintain the current order. However, when these models are questioned, new proposals emerge, reaffirming a movement of resistance in search of transformation. In the midst of the reality experienced by the people of the countryside, denial of their right to education, a set of actions supported by social movements and by social subjects emerges, which permeate the present, with new confrontations through neoliberalism and policies of retrogression of the normative landmarks already conquered. This education elaborated from the yearnings, the struggles, to think about the place, the culture, the peasant language, and to contribute to the identity affirmation of the countryside people is called countryside education, opposed to the paradigm of rural education, with the dynamics of movement and resistance.