As relações entre o território rural e as políticas educacionais de resposta a pandemia por Covid-19 voltadas às escolas públicas localizadas no campo.

Abstract

This research has as its object of study the rural territory, educational policies and public schools located in the countryside in the context of the Covid-19 pandemic. Its problematic is, what are the relationships between the rural territory, the educational policies to respond to the Covid-19 pandemic and the public schools located in the countryside? Through this, the general objective is to analyze the relationships that arise between the rural territory and educational policies in response to the Covid-19 pandemic aimed at public schools located in the countryside. The study is based on the thought of Paulo Freire, who makes an important dialogue with rural education. To approach some concepts and trajectories of rural education, we resorted to studies by Cardart (2003) and Souza (2018); to debate the concept of rural territory and territorialities, we use Milton Santos (2007); to understand what has been defined as remote learning in the current context, Moreira and Schlemmer (2020) and we rely on Antunes (2018) on the effects of the use of technologies and the digital age in the neoliberal context. The study has a qualitative approach, descriptive-explanatory, using document analysis, bibliographical research and field work. Its research instruments are questionnaires and conversation circles, and the investigated subjects are 11 teachers and 48 students from a rural school in the city of Palmeira/PR. The results show that the production on the analyzed theme is in deficit and needs more attention from universities. It found that the main legislative norms in response to Covid-19 referring to the education sector, at the federal, state and municipal levels, are insufficient, as they do not make the rural territory visible. In a relationship of homogenization, they do not consider the different realities present in our country and when they do, it is superficial, as they do not take into account the real learning of field students, do not start from this reality and do not listen to education professionals who work in this area. segment. The empiricism showed that the particularities of the rural territory are not being considered in the practices of remote teaching, its organization proved to be a control mechanism and an instrument of oppression of teachers and students due to the overload of activities and work. This context accentuated the processes of exclusion and socio-territorial inequalities, due to the lack of necessary infrastructure in the rural area. The teacher had their work intensified and precarious. The low level of education of parents and guardians of students is remarkable, they have intense work routines, having difficulty helping their children. The pandemic contributed to increasing school dropout rates, as young people living in the countryside sometimes left their studies to help support their families. Despite the challenges faced in rural areas, we believe that actions are possible to transform this scenario, we are betting on popular education and on the potential that young people living in the coutryside have, for the struggle in favor of social transformation.