The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks

Abstract

This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories.

Keywords

• countryside school
• (rural area schools) countryside/rural education
• pedagogical guidelines
• edoc normative framework.