Educação do campo: políticas públicas educacionais e fracasso escolar

Abstract

Field Education is a teaching modality aimed at populations living and working in rural areas, including family farmers, riverine communities, quilombolas, and forest peoples. Unlike the old "rural education" (which often merely replicated the urban model), it seeks to value peasant identity and culture, integrating teaching with local realities. The objective of this study was to understand the implications of educational policies in constructing the success or failure of students at a school in the riverine region of inland Amazonas. This is a qualitative research conducted at Escola Municipal Boa Vista, in Benjamin Constant/AM, focusing on a multigrade class. The methodological instruments and techniques were participant observation with field diary records and interviews with school actors, with data analyzed through content analysis. The results show that essential supplementary policies, such as transportation and school meals, are implemented precariously. In transportation, the use of inadequate vessels without safety equipment and frequent interruptions due to lack of fuel was observed, making continuous access to classes unfeasible. Regarding meals, there was a scarcity of proteins and unstable food supply, generating food insecurity that compromises students' concentration and performance. Additionally, the organization into multigrade classes faces pedagogical isolation, with a lack of support from the Municipal Education Secretariat and teacher overload. It is concluded that school failure in this context is not a student deficiency, but a "social disease" produced by the State's omission. The study highlights the urgency of policies that respect Amazonian specificities, ensuring that field education is an effective right and not just "make-believe."