THE CONVERGING POINTS AMONG THE THEORISTS OF RURAL EDUCATION

Abstract

This article is the result of a Scientific Initiation research at the Faculty of Education, Federal University of Amazonas, which had the title: “The Theorists of Rural Education”. The study focused on the main theoretical authors referring to the collection Por Uma Educação do Campo and others, which deal with Rural Education, among which stand out: Arroyo (1999), Fernandes (1999), Caldart (2000 ), Molina (2004) and Benjamin (2000). The article is divided into 4 (four) points: 1) Brief history of Rural Education; 2) Social Movements and Rural Education; 3) Theorists and the concept of Rural Education; 4) Theorists and the fundamental points to understand the concept of Rural Education. The research focused on the following general objective: To analyze the theorists who support the concept of rural education. The specific objectives are: 1) To study the theoretical references of Rural Education; 2) To reflect on the concept of Rural Education and the converging points. The methodological procedure of research was based on qualitative bibliographic research, centered on the authors who have been discussing the principles, epistemological and conceptual foundations of Rural Education. The conclusion of the research centered on studies on the theme of Rural Education and its relationship with the perspective of Social Movements in the Countryside, considering their contributions to the formulation of meaningful and contextualized education for subjects in this context. Thus, the conceptions of Rural Education attributed by the theoretical authors became evident throughout the research, as well as the contribution of the Social Movements for the elaboration of educational proposals focused on the reality of the Brazilian countryside.