Repercussões do fechamento de escola pública do campo para os camponeses e docentes: uma análise do distrito de sapucaia, Caratinga- MG

• Ano de defesa: 2022
• Autor(a) principal: Cynthia Souza Ramos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Educação do Campo; Trabalho Docente; Fechamento de escolas no campo e Direito à Educação; Educação; Educação do campo; Escolas públicas; Escolas rurais; Direito à educação; Fechamento de escolas; Caratinga (MG) - Educação
• Link de acesso: http://hdl.handle.net/1843/46801

The research aims to analyze the repercussions of closing public schools in the countryside on community life and teaching life, as well as verifying its impacts on the district of Sapucaia, which belongs to the municipality of Caratinga-MG. The analysis of the closing data collected (using the IBGE database and the District School Census) of public schools in the countryside was carried out considering the years 2010 and 2020 in the district of Sapucaia. With this objective, we seek to understand how this process of rupture had repercussions on the social practices of the subjects and what were the impacts beyond the walls of the school. For the methodology, we used in our studies bibliographic research, in addition to document analysis and also the narrative interview to incorporate and enrich our discussions. For this research, theoretical contributions were used, considering the themes: Rural Education, Work and Education and Public Educational Policies. These three themes were thought of as axes that structure this research, broadly covering the issues that permeate Rural Education and the closing of schools. All the authors that we used contribute to the discussion about the closing of rural schools encompassing all the dimensions that characterize these schools and their subjects. However, it is important to emphasize that “country education as a collective construction enters the school institution and expands the forms of struggles outside the school for human formation and for the realization of processes of political awareness.” (Souza, 2012, p.748). One observation is that the public school in the countryside in the communities shows opportunities and possibilities for students, community and teachers, it allows new horizons from a quality education for that place. In this sense, the closing of these schools impacts the lives of these subjects who have a part of their history disconnected from their reality.