The public policy of Countryside Education and the design of the rural school:

Abstract

Countryside Education is carried out in the articulation and struggle of the rural working people for the guarantee of their right to education. In this context, the present research has a qualitative nature and treats the trajectory of the Colégio Estadual do Campo Chico Mendes, located in the Assentamento Celso Furtado, Quedas do Iguaçu, in the Paraná State mid-west. It analyzes the legal framework of Countryside Education and its deployment as a public policy. It emphasizes that the rural school is forged as a result and as the sustaining component of the struggle for a Countryside Education. It shows the trajectory of the Colégio Estadual do Campo Chico Mendes as an expression and affirmation of the rural school’s identity, constituted from the activities of the social movements and in the mobilization and struggle for public policies. It understands the rural school in relation with its insertion reality and with the subjects that produce it.