Trabalho e educação : a escola Santana do Taquaral e a produção da vida no campo

Abstract

The dissertation is the result of a scientific investigation carried out at the Escola Estadual do Campo Santana do Taquaral and at the Settlement Santana do Taquaral, both located in the municipality of Santo Antônio de Leverger, 85 km from Cuiabá-MT. The research is linked to the Study and Research Group on Work and Education (GEPTE) of the Pós-Graduation Program in Education (PPGE) of the Federal University of Mato Grosso (UFMT) The

GEPTEthat conducts research on the presence of categories such as associated production, self- management, traditional, popular and experience knowledge in the various forms of material

and immaterial production of people's lives in the countryside and in the city, however, mainly in traditional people and communities. This research had as its general objective the understanding of how children of the 4th and 5th grades of the State School of Campo Santana do Taquaral learn the material and immaterial production of life in the countryside. The research used the historical and dialectical materialism method, that has as criteria the observation of the existence of the subjects from their own concrete history, through work and education. As research methodology, this research used the elements and principles of the participant research to which the Marxist method is approximated mainly by proposing an inserction with the intention of transforming the presented reality. The collection of the data took place through semi-structured interviews, conversations cicles, workshops, photographic records, filming and participant observation with records in the field journal. The Santana do Taquaral settlement is a traditional community, in which the population maintains ties with nature, the experiences and knowledge of the ancients to produce their existence. This same community has struggled to create in its living space an Association, a cooperative and a school, that gave and give life to the community. These spaces of experience along with the small lands of the families create the conditions for children to learn about life in the countryside: their work, their relationships with nature, their necessary knowledge for the production and reproduction of life. Finally, the research goes back to school and their pedagogical experiences of education in the countryside; how they do it, what are their limitations and contradictions; and how they take advantage of the knowledge and experiences of the countryside that these children already live with their families in their homes. It was concluded that the children already had a diversity of knowledge and experiences about life in the countryside, posing their own identities and strengthening the possibility of the reproduction of their way of existence. It was also possible to observe the limitation of the school in the face of the richness apprehended knowledge that children had on their small farms, limiting, in turn, the strengthening of the objectives of an education in the countryside. However, we highlight the work that the school already does with the children, because within their limitations, contradictions and challenges they do the best that they can and strive to be more and more a space of the community and focused on the desires and needs of the community.