A educação escolar e a formação da identidade: um estudo em uma escola multisseriada do município de Igarapé-Açu/PA

Abstract

This work aims to understand how the school impacts the formation of the peasant identity of the community of “São Luizinho”, thus analyzing the pedagogical practices of teachers in the community and verifying in what sense they impact on the construction and/or enhancing the identity of the subjects in the field. The starting point was the following question: What has been the role of the school in the formation of peasant identity in the “São Luizinho” community, in Igarapé-Açu/Pa? The need for valuing and encouraging the formation of the identity of the subjects in the field is emphasized, considering that the field has a past of denial and silencing, being strongly marked by the assiduous struggle for the conquest and enforcement of their rights. Methodologically, the research is carried out in the qualitative paradigm, using the method, the case study and data collection techniques, the semi structured interview and the focus group. For data treatment and analysis, content analysis is used. The locus of the research is a multi-grade rural school in the municipality of Igarapé- Açu / Pa. The results indicate the importance of the teacher in the formation of the students' identity and, equally, in the valorization of the field and their way of life. It is noteworthy that the curricular proposal of rural schools does not differ from urban schools. Therefore, it is observed that, following a path contrary to the demands of the peasant movements, there is no Education in the Countryside, but only Education in the Countryside, since every effort to value the countryside and foster a peasant identity is part of the professionals involved in this process, there is no institutional project.