Intervenção do capital na escola pública do Ceará: os programas do agro e a disputa de hegemonia na educação, na escola e nos sujeitos do campo

Abstract

This study aims at analyzing the implementation of the Agrinho Program in schools located in Ceará State peasant territories, seeking to assess to what extent its actions contradict the fundamentals of the Education of the Countryside defended by social movements as well as how the dispute of projects and education of the subjects of the countryside is presented. The research opts for a dialectical and historical methodology, considering the permanent process of transformation of knowledge and dynamics of life in the countryside. The investigation uses the principles of Territorial Pedagogy to understand the processes of formation and transformation of Education and Schools of the Countryside occurred in Ceará (highlighting the different interests and perceptions about them). The field research involved 14 peasant schools in the territories of Quixeré and Itarema, bothe in Ceará, and it evaluates the action of the Brazilian Agribusiness Association (ABAG) through the Program "Agribusiness in School" and its intervention in the educational and pedagogical process within the schools. Thus, it outlines a socio- historical framework that allows us to understand the challenges, tensions and confluences that impact on the educational praxis, socio-cultural and political formation of the subjects of the countryside. This research offers a deeper understanding of the privatization process in public school with the insertion of large capitalist companies in public education by the state apparatus, through projects and programs of Management/ Training/ Textbooks; through consultancy for data analysis and systematization; policy; and through concessions for the private management of public schools with transfer of public resources. We conclude that there is a process of intervention by the private capital in the public schools of Ceará (and Brazil) that threatens Brazilian public education. And finally, it points out the challenges for the construction of a popular education project that is based on the social-historical struggle of the subjects of the countryside.