Educação das crianças e da infância do e no campo em assentamentos rurais do estado de Sergipe

• Ano de defesa: 2022
• Autor(a) principal: Araújo, Elis Regina Nunes Mota
• Orientador(a): Bretas, Silvana Aparecida
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Educação rural; Educação infantil; Escolas rurais; Crianças do campo; Sergipe; Assentamentos humanos; Assentamentos rurais; Cotidiano; Educação do campo; Infância do campo
• Palavras-chave em Inglês: Rural settlements; Daily; Field education; Countryside childhood
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/16085

The present research investigates the daily life and schooling of children and childhood in and in the countryside with residents of Rural Settlements in the State of Sergipe, namely: Settlement Fortaleza in the municipality of Nossa Senhora da Glória and Settlement Jacaré Curituba in the municipality Poço Redondo. This study aims to analyze the daily life and schooling of children and childhood that take place in time and space in the countryside, through an investigation of reports from children, young people and adults. From the method perspective, we appropriated the historical and dialectical materialism of Marx and Engels (2007, 2013) to analyze the phenomenon from its structure and genesis. The historical research appropriated the methodological instruments: survey, cataloging, document analysis and interviews with peasant populations, formulating a critical thought of the immeasurable process of withdrawing the right to education for childhood in the countryside. The study of everyday life formulated by Heller (1970), supported by Chesneux (1995), education in Meszaros (2008), childhood in Ariès (1989), Del Priore (2020), made it possible to understand that childhood is constituted from of the relationships established in time and space, in which life develops in a historical, social and cultural context. The informants' testimonies helped us to understand the daily life of childhood in the Rural Settlements field, presenting the difficulties faced with the closing of schools and the implications for the life project of these populations. The Settlements arising from the Agrarian Reform represent the guarantee of human life against the maintenance of the capitalist project of the dominant classes of exploitation of work in the countryside. It is noteworthy that the reports of children, families, managers and members of the Landless Workers Movement (MST) strengthened the data collected. Therefore, the quality of education of populations residing in Rural Settlements is essential, in the perspective of a public good, which in fact guarantees the right to education and school in their living spaces.