Indicadores de avaliação da implementação das diretrizes para Educação do Campo em Amargosa

Abstract

The work consists of an investigation, carried out between the years 2013 to 2015, on the implementation of the Guidelines for Basic Education field in Amargosa, Bahia. The overall objective of the dissertation is to assess the implementation of the Guidelines for Basic Rural Education in Amargosa within the period 2012-2014. The research problem is: how to assess the implementation of the Guidelines for Basic Education field in Amargosa? The analysis part of the discussion about the different political and educational interests that permeate the field of education - represented by the Rural Education project and the agribusiness - and then place a brief historical review of Amargosa municipality and present their geographical, historical and political aspects to outline the context of implementation of the Guidelines and its contradictions. Based on the theoretical contributions of Fernandes (2006), Frigotto (2010), Leite (2012), Lomanto Neto (2007), Santos (1963), Sauer (2008) and Zorzo (2007). To address public policy before it was discussed the influence of the hegemonic agricultural paradigm on the production of scientific knowledge about the Rural Education and its impact on the formulation of public policies in this context, therefore, leaned in discussions Fernandes (2006), Ramos Filho (2008), Santos (2000). The Camini ideas (2008), Gramsci (2003) and Rua (1997) supported the discussion. We used a qualitative approach, based on Bogdan and Biklen (1994), Ludke e André (1986) e Minayo (2004). After interviews, observations and document analysis, there was the crossing of information driven by a look at the implementation of the Guidelines for Basic Education in Rural Amargosa-BA with emphasis on indicators evaluation. Despite the obstacles to the implementation of the Guidelines, stands out as a favorable element in this context, the commitment and performance of teachers, coordinators and municipal officers who work in schools in the field. This element is worthy to be enhanced in favor of political consolidation. Furthermore, this municipality building of Guidelines for the field of basic education is an achievement by strengthening the debate on Rural Education. However, the research points to the lack of a broader articulation involving the municipal government, the collective of educators, the University among other subjects to implement a policy to ensure the development of a legitimate field education in Amargosa. It is assumed that the construction of indicators guided the Field Education principles may favor the process of implementation of the Guidelines, since the use of indicators can enable the systematic monitoring by the community and other individuals involved, in order to enable the qualified and effective redirection of policy actions on the same path of its implementation.