Countryside education: advances and contradictions in public policies in the light of the Municipal Education Plan

Abstract

This article aims to analyze the current public policies contained in the Municipal Education Plan of Sebastião Laranjeiras, BA, characterizing them regarding the fulfillment of the demands presented by the peasant communities in their schooling processes. The approach is qualitative in nature; in relation to the objective, it is exploratory, whose technique is documentary analysis, through the case study. The research showed that the Municipal Education Plan - Pme is an extension of the National Education Plan - PNE, which makes little reference to peasant education. Thus, all proposals are of an urban and hegemonic character. Public policies in this case are not put to meet the specificities and needs of the field, but for the reproduction of the entirely urban capital. Although, in some respects it suggests policies of sociocultural recognition of students, on the other hand, it promotes the nucleation of the schools of the field, thus undoing any idea that is referred to public policy for the benefit of the subjects of the field and their educational demands.