A educação do campo no município de Alfenas: as concepções docente sobre o uso dos livros didáticos do Programa Nacional do Livro Didático do Campo (PNLD Campo).

Abstract

Researching the education of rural areas is a way of fighting for more and better policies for this space and for its population, thus, the general objective of this research was to understand the impressions of teaching professionals from rural schools in the municipality of Alfenas-MG, which is characterized as a family farming space not linked to social movements fighting for land, regarding the use of teaching materials from the Novo Girassol Saberes e Fazeres do Campo collection. This collection was built from the articulation of the National Textbook Program with the guides of the Education movement of and in the Countryside. The insertion of this policy in the rural reality of the municipality of Alfenas represented a possibility of greater access to Rural Education in this space through the National Program for the Textbook of Rural Education (PNLD Campo). As a research methodology, a bibliographic review of the topics covered was used, as well as the analysis of secondary data from the National Rural Environmental Registry System (SICAR), from the Brazilian Institute of Geography and Statistics (IBGE), from the National Fund for the Development of Education (FNDE) among other institutions. To understand the teachers' perception of the PNLD Campo textbook, questionnaires were carried out with the teachers who worked with the PNLD Campo teaching materials in the period between 2013 and 2018, the period of validity of this policy. The research shows that although most teachers working in rural schools recognize the need to create teaching materials that address the diversities of this space, some have indicated difficulties in using the material adopted. In view of this result, the research points out the importance of continuing education that encompasses the theme Rural Education and the spatial diversities of the municipality of Alfenas. It is concluded that the public policy of textbooks for rural schools, based on the principles of rural education, was an important milestone for the rural space, but it was interrupted before analyzes and research that could indicate strategies that would make the more effective policy and that put the teachers who work in this space as protagonists.