Resumen

HAGE, Salomão Mufarrej; SILVA, Hellen do Socorro de Araújo  y  FREITAS, Maria Natalina Mendes. RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.61, pp.299-314.  Epub 18-Oct-2021. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v30.n61.p299-314.

This article have their origin in the formative, investigative and intervention activities carried out by the Study and Research Group on Rural Education in the Amazon-GEPERUAZ through the Earth’s School Program. They are based on an analysis of the context of public schools in the countryside, particularly the multi-grade rural schools and the challenges that arise in the implementation of the Earth’s School Program in the Amazonian region in the midst of the setbacks of educational policies. The methodology involved bibliographic, documentary studies and field research. We point in the discussion the context, principles and challenges to the teachers' forming practices within the scope of the Earth’s School Program carried out in Brazil and in the Amazon of Pará; highlighting the control, fragmentation and hierarchy of time, space and knowledge at school imposed by the monograde teaching model, as a basis for sustaining its hegemony; as well as some signs that converge to confront and deconstruct this hegemony, based on the transgression process of this hegemonic model, which materializes in rural and quilombola schools, under the organization of (multi)grade education.

Palabras clave : Educational policies; Rural education; Grading; Teachers formation; Interdisciplinarity.

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