Agricultura familiar e trabalho educativo com crianças na escola Municipal São Pedro do Marajó, Rio Uaicurapá, Parintins/M

Abstract

This work aimed to analyze the difficulties and possibilities that emerge in the relationship between educational work of chidren in family agricultural work and their teaching learning process in the 1st to 5th year in a multigrade elementary school classe from São Pedro Municipal School Uaicurapá, Pin- Am observed in small groups of peasant families, whose children participate or not in activities developed together with their parents. We start from the idea that family farming has as its main characteristic, the collective activities, through the use of nature's resources, whose practice allows the individual to survive sustainably, without negatively impacting the environment. The research was theoretically based on studies developed by authors such as Hage (2005), Souza (2009), Witkoski (2010), Ghedin (2013;2016), Borges and Mourão (2014), Silva (2017). The methodological route of the research is of a qualitative nature, through the approach of dialectical historical materialism, which used data collection instruments, such as: the questionnaire, the interview and the talking circle, through which it was possible to understand the texture of established social relations, as well as understanding the needs that lead to the articulation of educational pedagogical work and family agricultural work. The study brings the researcher's life story, because his trajectory is intertwined with the life story of several students today, however, in different contexts, understanding the dialectic of life, and the transformations that occur in the way of being, acting and thinking of the subjects. Reflective practice points to the need to defend a Rural Education, as a conquest of social movements through struggles, clashes and heated discussions for comprehensive educational policies beyond the school space, whose role gains relevance in the construction of a strengthened peasant ideal, considering the protagonism, experiences, values and knowledge emanated by its subjects.