CONCEITOS E DESAFIOS DO ENSINAR E APRENDER NA EDUCAÇÃO NO/DO CAMPO

Abstract

This article provides a brief overview of the policies that establish the Countryside Education, the main changes experienced in this teaching modality, such as mandatory dynamics to alternation pedagogy and specificities in the proposition in this form of school education. The objective here is, through a bibliographic review, to understand the challenges of teaching and learning in the rural area in order to understand the values attributed to the Countryside Education. Thereby, the importance of considering the real experiences of the peasants was evidenced, relating the school, the labor and the rural space, as well as the access and permanence of the countryside students for the implementation of public policies ensured to these communities through a differentiated pedagogical structure and the political development of its social movements.