Educação do Campo e Educação Ambiental na Reforma Agrária: Caminhos e Descaminhos percorridos nos Assentamentos Indaiás I, II, III e IV em Aquidauana/MS

Abstract

This investigation moves through the paths and detours of education offered to peasant families, arising from the Agrarian Reform, noting the lack of public policies for Rural Education within the municipality of Aquidauana, State of Mato Grosso do Sul. The object of analysis was consisting of Indaiás Settlements I, II, III and IV, located in the southeast portion of Aquidauana, created on December 28, 2007, with the capacity to house 253 families, constituting the first agrarian reform settlement experience in the municipality. The settlement proposal included the participation of four important social movements, resulting in four settlement units. Indaiá I, on the direction of the Central Única dos Trabalhadores/CUT; Indaiá II, with the participation of the Federation of Family Farmers/FAF; Indaiá III, with the Federation of Agricultural Workers/FETAGRI; and Indaiá IV, coordinated by Movimento Sem Terra/MST. The theoretical basis is based on authors who dialogue with Critical Environmental Education, Rural Education and Agrarian Reform policies, among the main authors the following stand out: Paulo Freire (2021), Enrique Leff (2001), Miguel Arroyo (2014), Edgar Morin (2000), Salete Kozel (2007). Quantitative surveys were carried out on the INCRA website (National Institute of Colonization and Agrarian Reform), collecting data from the Municipal Departments of Education and Planning, Urbanism and Public Works on the contextualization and functioning of the settlements. After data collection, it was verified that there were no schools based on the philosophy of Rural Education to serve the peasant families of Aquidauana. Despite proving that in the projects to create each of the settlements an area called the urban core was allocated for the installation of collective spaces, such as schools, churches, community centers, it was noted that there were no schools in the territories of the settlements. Consequently, the school-age population residing in the Indaiás settlements is moved daily to public schools located in the Cipolândia District or the Limão Verde Indigenous Land. In addition to traveling dozens of kilometers daily in search of education, spending more than four hours in school transport vehicles (round trip), these students are taken to school institutions linked to educational policies that are different from their cultural and social reality, whose Curriculum matrices are organized to meet the specificities of the Indigenous Education and Basic Education modality in the urban area. Given the reality presented, with the investigation problem being the lack of public policies for Rural Education aimed at the settled population, it is proposed to implement a school in the territory of the Indaiás Settlements, supported by a Curricular Matrix aimed at the peasant population, produced from Alternation Pedagogy, with School Time and Community Time and with components that meet the diverse and specific part of the curricula.

Key words: Rural Education; Alternation Pedagogy; Curriculum; Country School; Field Specificity.