Análise da construção da política da educação do campo e da alternância para as escolas do campo no contexto do novo ensino médio

Abstract

This research aims to analyze the institutionalization of Rural Education in the state of Minas Gerais, through the history of this population's struggle for quality education and the pilot project of Alternation Pedagogy elaborated and monitored by the Coordination of indigenous, rural and quilombola school education of the Secretary of State for Education. It also seeks to reflect on the neoliberal and economicist perspective for the construction of the New High School in Minas Gerais and its possible impacts on rural communities, as well as thinking about the Alternation Pedagogy as a counterproposal to this. To carry out this research, it was necessary to analyze state and national legislation, in addition to documents and internal records of the coordination and secretariat. In addition, people involved in the process of institutionalizing Rural Education within the Secretary and in the Alternation Pedagogy were interviewed, making it possible to perceive, through their experiences and perspectives, the obstacles and possibilities of this public policy. As an object of this research, it was proposed the creation of dissemination materials for the knowledge, recognition and strengthening of Rural Education and Alternation Pedagogy, in order to collaborate for the elaboration of a specific curriculum for the Rural Schools of the state network.