Resumo

PERIN, Angelita Tatiane Silva dos Santos  e  CORTE, Marilene Gabriel Dalla. CAMPO EDUCATION: a counterhegemonic contexto in the History of brazilian Education. Revista Teias [online]. 2021, vol.22, n.especial, pp.121-134.  Epub 18-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.62053.

This article presents a synthesis of data from the research “Emerging Contexts in Rural Education in MST settlement areas”, which is part of the bulge of studies by the Gestar/CNPq Research Group at the Federal University of Santa Maria. Therefore, the objective is to analyze historically the constitution of Rural Education as a teaching modality and its counter-hegemonic perspective. This is a qualitative research, based on historical-dialectical materialism based on Triviños (1997), Marx and Engels (2020) in the construction and analysis of data. It is preliminarily pointed out that the constitution of this modality, with specific legal frameworks, is the result of a long and arduous process of confronting the institutions that constitute the State and national society, forged by the struggles of peasant social movements, against the current socio-educational hegemony. Through this scenario, it is concluded that the Rural Education has been constituted in this perspective in schools in the settlement areas of the Agrarian Reform in Brazil.

Palavras-chave : rural education; social movements; settlement areas.

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