Territories of the Rural Education: from the field in movement to the territorial learning

Abstract

This paper aims to analyse theoretically what conventionally configured itself as the territory(ies) of the rural education, aiming to enlarge the debate on this thematic when it considers that there is a conflict in the Brazilian countryside between the territory of peasantry and the agribusiness. Moreover, the rural education experiences reveal an educative territory as a practical dimension of territorial learning, the result of the participation of peoples and peasants movements. Although this paper is centered on the theoretical debate and the bibliographical revision, documentary research was conducted in electronic sites of the INCRA, IBGE and School Census/INEP, to correlate educational data and rural settlements in the municipality of Grajaú from the qualitative analysis and presentation of some results of field research in rural schools in Grajaú. We suggest that the closure of rural schools in Grajaú is hampered, as well as in the municipalities of southern Maranhão, where agribusiness advances, surpassing the precariousness of schools and territories. Consequently, it is also necessary to separate the education of political bonds, which put it as a currency exchange for allocating jobs from political support after municipal and/or state elections.