O campo meu lugar tem: cultura, história, pertencimento e arte valorização da educação no campo na escola Municipal Miguel Gomes de Lima, Igarassu-PE a partir da arte

Abstract

Education in rural areas has historically been marked by processes of exclusion, invisibility, and devaluation. Despite struggles for rural education that respects the cultural, social, and economic specificities of the rural population, inequalities persist in relation to urban education. Given this lack of cultural recognition, the proposal to carry out this project arises. It highlights historical, legislative, and pedagogical aspects, as well as the challenges and possible paths to guarantee a quality, contextualized, and emancipatory education for rural people. The research focuses on observations of the reality of public rural schools. The overall objective is to experience all aspects of rural life, bringing the lived experience of rural people to the forefront, enabling and understanding the historical landmarks of the neighborhood where the school is located, through the art of acting, musicality, theater, and popular dance, their lived contributions, customs, ethnicity, work, and the daily life of rural people. This work aims to achieve the expected results of valuing all the aforementioned stages, thus highlighting the sense of belonging of rural citizens. In conclusion, the intention is to highlight public policies, the rural perspective on rural life, and ways of recognizing and belonging to the movements of struggle, persistence, and resistance that encompass rural education from its earliest stages to the present day.