O papel da educação do campo no contexto das desigualdades do acesso ao ensino superior: o caso da escola do campo de ensino médio Florestan Fernandes, Monsenhor Tabosa-CE

Abstract

The term "Field Education" has been strengthened as a complex concept forged in the materiality of peasant movements, which value the protagonism and development of the working class. The main objective of the work was to analyze how the contribution of the "rural education" pedagogy has impacted the inclusion of rural youth in Higher Education. Some reflections were made about the relevance of Field Education as a factor of social justice in the entrance of young people from the countryside into higher education. An analysis of the historical, socio-economic, political and ecological aspects of the teaching and learning process in rural schools in the state of Ceará was carried out, with special attention to the Florestan Fernandes State High School. We problematized the conception of an equitable access to higher education in the semi-arid region of Ceará from the point of view of the factors that make the current reality a greater challenge for young people from the countryside who have historically had their rights to a quality education denied. Legal instruments were presented, which were conquests of the social movements involved in the struggle for rural education. The main results point to an immense inequality in the access to higher education, and for young people from rural areas this challenge becomes even bigger. It is clear that the role of rural education in the current context is to strengthen the peasant subject in the face of the abyss of inequality, as well as to fight for a pedagogy that reflects the richness of the rural culture and the possibilities of development of societies.