PEASANT SOCIO-TERRITORIAL CAMPAIGNS COUNTRYSIDE EDUCATION: THE CONQUEST OF PRONERA AND PRONACAMPO PUBLIC POLICIES (Atena Editora)

Abstract

This study aims to analyze the agrarian issue and Rural Education in Brazil, pointing out the points that generate conflicts and territorial disputes in the countryside, following the bias of rural education, listing the public policies that emerged as a result of socio-territorial campaigns. For this, the methodology used in the development of this research was the method of bibliographic and exploratory research. Then, a descriptive and explanatory research was used, in order to, after exploring the theme and the realities of the object of study, describe the fact that permeates the problem. The results indicate that the relations involving the agrarian question and rural education have always been conflicting, because even with some advances and public policies aimed at meeting the educational specificities of peasants, indigenous peoples, quilombolas, riverside people, there is a clear weakening with the loss of territory and of its peasant identity. This way, it is considered that the engagement and strengthening of socio-territorial campaigns in claiming the creation and maintenance of public policies that promote rural education that values ​​peasant identity is vital.