Desafios do processo de transição institucional para Escola de Ensino Médio do Campo em Antônio Cardoso - BA

Abstract

This research, of a qualitative nature, presents the analysis of the change of name of Colégio Estadual do Campo Genivaldo de Almeida Brandão (CECGAB), in Antônio Cardoso – Bahia, to “college of the countryside” and the implication of this change in a different perspective in institutional identity. The research was carried out through documentary analysis (Cellard, 2008) of the following documents: Education Plans – national, state and municipal; laws and regulations related to Rural Education; and local institutional documents, which were important elements for identifying the concept of Rural Education present in the school's profile, the locus of research, and understanding how it proposes its practice, taking into account the local reality. The theoretical-methodological support lies in critical social theories, and the analyzes regarding the challenges of Rural Education, as a political movement, and the consolidation of public policy within a capitalist society, under a neoliberal State, were based on authors such as Dermeval Saviani, Roseli Caldart, Antônio Munarim, Vitor Paro and Ilma Veiga. As a result of this study, it is possible to state that the documents do not reflect the change in the name “field” in its institutional dynamics, since there is a lag in the language of the documents and there are no indicators, in the official records of the school, that there was a construction of peasant identity throughout this process. On the other hand, some moments experienced by the school community, during the unit's name change, indicate that there is fertile ground for this identity to be built. Although significant, this change is only one of the first steps towards the implementation of public policy, as the new nomenclature does not yet mean the end of daily confrontation, disputes and conflicts in favor of guaranteeing social rights. Therefore, new challenges arise, in search of free and qualified public education for and by the peasant reality.