Educational Policies: (re)elaboration of the Municipal Rural Education Guidelines in Bahian municipalities in the Identity Territories served by Formacampo

Abstract

The objective of this article is to present the importance of training promoted by the Rural Teacher Training Program (Formacampo) in rural education in the Bahian municipalities served by the program, as a result of the (re)elaboration of the Municipal Rural Education Guidelines (DMEC). From a qualitative perspective, we sought, through document analysis and web research, sources that could support the data analysis. The research pointed out that this movement of (re)elaboration of the Municipal Rural Education Guidelines not only provided the continuing training of teachers, but also boosted quality rural education in the municipalities, as it promoted different perspectives from the collective of the school Community for the modality, previously seen as an extension of urban education. In contrast to this model that subordinates peasant subjects, Formacampo brought through training and the (re)elaboration of the Guidelines, a counter-hegemonic teaching proposal, planned and organized with the subjects in training, based on their needs and desires. , respecting their cultural, social, environmental and economic specificities.