Resumo

HOELLER, Silvana Cassia  e  MIGUEL, Maria Elisabeth Blanck. The transition movement from Rural Education to Education in the Field: contradictions and tensions. Rev. Diálogo Educ. [online]. 2018, vol.18, n.59, pp.1419-1439.  Epub 05-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.059.ao06.

This article aims to present the transition, in Brazil, from the Rural Education paradigm to the Education in the Field paradigm, using state-of-the-art studies on the public policies geared toward Education in the Field published between 1996 and 2017 in the field of Education, while researching their production histories, and their contradictions and tensions. To do so, we used as sources the studies archived in the databases of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES, Coordination of Improvement of Higher Level Personnel) and the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD, Brazilian Digital Library of Dissertations and Theses). Furthermore, we searched for the following keywords: PROCAMPO, PRONACAMPO, PRONERA, Education in the Field, and rural policies. Our choice of the historical period on which we focused this study has as a starting point the first large-scale, nationwide events to approach the subject of Education in the Field policies: the promulgation of the LDB 9394/96 and the Encontro Nacional de Educadores e Educadoras do Campo (ENERA, National Meeting of Educators of the Field) of 1997. Official documents - such as the LDB (1996), the Diretrizes Operacionais por uma Educação Básica do Campo (Operational Guidelines for a Basic Education in the Field) (2002) and Decree 7.352 of November 4, 2010 - constitute sources which are present in the studies discussing the implementation and management of the public policies for Education in the Field. Thus, we also stress that the research on Education in the Field public policies were produced in greater numbers from 2009 to this day. As the main results of this study, we found that the demands presented by related social movements were researched by academic works such as dissertations and theses, and that these demands fostered the Education in the Field paradigm in the broader subject of Education, and translated the contradictions and tensions inserted in this context.

Palavras-chave : Education in the Field; Rural Education; Paradigm change; Tensions and contradictions.

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