Educação no campo: um estudo de caso na comunidade usina velha, 3° distrito de Caxias

Abstract

This paper investigates the evolution and challenges of education in rural contexts, highlighting the history of public policies as well as their pedagogical proposals. The analysis covers the trajectory of education in rural areas, from initial undervaluation to attempts at reform. It draws on theoretical references from Bernardo Mançano Fernandes, Roseli Salet Caldart, and Sérgio Celani Leite. The research is based on the experience of the Usina Velha Community, a locality that exemplifies the struggle for an education better suited to rural realities. The study reveals that, despite legislative changes such as those introduced by the 1988 Constitution and the National Education Guidelines and Framework Law of 1996, significant inequalities persist. The influence of economic interests on public policies contributes to an educational approach that often does not fully address local needs and cultures. The research aims to contribute to a deeper and more critical understanding of the relationship between educational policies and the specifics of rural communities, proposing guidelines for a more inclusive education adapted to the rural context.