Dimensions of Rural Education in the Amazonas: clues from the specialized literature

Abstract

The research that supports this article outlined as a general objective the exercise of understanding the political dimensions of Rural Education (EC) in the country and in the Amazonian context, which was materialized from a balance of intellectual work around the rural reality. The article presents a bibliographical mapping of the productions related to public policies in RE in Brazil and Amazonas. This dialogue between national and local is expressed in the methodological path of the literature review, which included searches in the Federal University of Amazonas and the State University of Amazonas repositories and in the Scielo, Google Academic and Capes Periodicals electronic databases. Among the results and conclusions, the following research findings are highlighted: the social movements in the countryside are the protagonists in the design of policies for RE in Brazil; the political, pedagogical and productive dimensions of CE are ratified; the concept of sustainable development is in dispute; while the specificities of the Amazonian countryside lie in the confrontation between the historical exploitation of natural resources, the peasant way of life and social inequalities.

Keywords

• rural education
• public policies
• regional development.