A Visão dos professores de geografia sobre as escolas do campo do distrito Itamarati em Ponta Porã-MS. por uma escola e (geografia) diferenciada

Abstract

This research seeks to resolve concerns about the theme of education in the countryside, from the perspective of the geography teacher, through the analysis of texts, documents, norms and bibliographic references that fulfill the role of a fundamental theoretical basis, to understand the implementation of the policy. rural education in Mato Grosso do Sul and Ponta Porã, specifically in the Itamarati District, as well as this educational model, the result of the struggle of rural subjects for the right to education in conjunction with the struggles for the right to land that took breath in the last two decades of the twentieth century, with the political democratization and the Federal Constitution of 1988. We are dedicated to researching the three state schools located in the Itamarati District, they are: Escola Estadual Nova Itamarati, Escola Estadual Prof. José Edson Domingos dos Santos and the State School Prof. Carlos Pereira da Silva, all of them forged on the “ground” of the Itamarati Settlement, which was created in 2000 with the expropriation of the Itamarati Farm for the federal government's National Agrarian Reform Program, attracting thousands of rural workers “without- land" from all over the country, in view of this, the educational demand led to improvised classrooms on the premises of the former farm, which became the schools of our research, evidently the result of the demands of social movements fighting for the right to Earth. More than that, our research sought to understand the rural school from the perspective of geography teachers and how the discipline contributes to the construction and maintenance of rural education, as well as the role of geography in legitimizing a meaningful rural education. In our methodology we also conduct interviews with school managers, geography teachers and TVT teachers. Surprised, like everyone else, by the pandemic caused by COVID-19, we had to limit ourselves to talking in person only with the managers, who kept on school work on the school premises, so we had access to school documents, photos of school collections and we could hear the reports from the managers about the specifics of each school, following a semi-structured script. With geography and TVT teachers, our interview was remote, through a script of open questions, for free exposure of their experiences and perspectives in relation to the schools and the subject they teach, addressing points that would unveil the effective changes that have taken place in these schools from 2011 when they became part of the field, under the light of Resolution SED/MS n. 2,507/2011. In this sense, given the collaborations of the subjects who build the rural schools in the Itamarati District, there were criticisms in relation to the "movements" of the curricular matrices that reduced geography classes from three (03) to two (02) weekly classes in Elementary School , keeping the curricular referential (content organization), the school calendar and textbooks identical to those of urban schools. However, we can say that the geography teachers in the district identify with the place, most of them are children of settlers and/or small rural producers, they adapt the contents to the local reality to carry out a meaningful and emancipatory education, valuing knowledge of students, subjects of the field, prioritizing interdisciplinary projects contributing to a differentiated school (and geography)!