Políticas públicas para a educação na zona rural: o contexto dos estudantes do povoado Bananal 1º distrito de Caxias - MA

Abstract

The present study focuses on public education policies for rural areas, aiming to analyze the policies that serve the community of Bananal village, with an emphasis on the impacts and challenges faced by these students, such as the lack of adequate transportation, poor school infrastructure, insufficient materials, and pedagogical resources, among others. The methodology adopted in this research includes bibliographic and field research, as well as document analysis. A qualitative approach will be used, allowing for the exploration of the dynamics and peculiarities of the educational reality in this region. This study is classified as descriptive and exploratory. Thus, it is expected not only to identify the challenges faced by the students of Bananal village but also to contribute to the formulation of strategies and proposals that can improve public policies aimed at education in rural areas..The results were organized into thematic categories to detail the teaching conditions, perceptions of changes over time, and the impact of public policies on education in Bananal village. The information was complemented by tables summarizing the data obtained during interviews.The research on educational policies in Bananal reveals a complex interaction between progress and challenges in the educational context of rural areas, highlighting significant improvements since the 1988 Constitution. However, it also points out structural issues that continue to limit the effective quality of education. Based on data analysis, it can be concluded that, although access to education has expanded significantly through policies such as school transportation, school meals, and the expansion of primary and secondary education, the quality of education remains a significant challenge. This reflects regional inequalities and the structural limitations of rural schools. For the theoretical foundation of this study, authors such as Bourdieu (1970), Arroyo (2007), Caldart (2012), Hage (2018), among others who discuss the subject, were utilized.