COUNTRYSIDE EDUCATION AT IFPA INCASTANHAL: REFLECTIONS ON THE CONTRIBUTIONS OF PRNERA GRADUATES TO THE NEW LOGIS FOR THE PROMTOION OF RURAL LAND DEVELOPMENT IN THE NORTHEAST REGION OF PARA
Rural Education; Rural Territorial Development; PRONERA; Pedagogical praxis; Collective subjects
This work defends the thesis that the educational project of Rural Education, from its pedagogical praxis adopted by the National Program of Education in Agrarian Reform – PRONERA, creates real possibilities of a new model of Rural Territorial Development, which is consequently aligned with the history and the way of life of the collective subjects of the countryside, waters and forests. This development materializes in dialogical and intersubjective relations of the collective rural subjects, enabling the constitution of new wisdoms, knowledge and practices that are in line with their new territorialities. In view of the historical denial of education and cultural formation to the subjects that deal and work in and with the land, as well as the lack of recognition of their rights, and, considering the educational practices experienced and the voices of the egresses, this research presents the PRONERA as an alternative to the education of the children of the countryside's working class. The defense of a new project of Rural Territorial Development points to the PRONERA as an alternative of education and development which advances in the process of technical-professional formation, contributing, above all, to improve the work of social inclusion that is still far from most men and women in the rural/agrarian areas of Brazil, having the school, in fact and in law, no longer with its back turned to the history of life and the world of its subjects.