Educação do Campo, movimentos sociais e diversidade : A disputa de concepção de educação no contexto de hegemonia neoliberal

Abstract

This research adresses the concept of Rural Education that emerges from the demands of social movements in rural áreas and gradually incorporates the oretical assumptions that provide the basis for neoliberal formulations in Education. The mainaim of the research is to analyse how perspectives aligned with multiculturalism use the concept of diversity through a pedagogical approach that focuses on knowled gerelated to daily life experiences, contributing to the critical reassessment. The hypotheses under consideration are as follows: 1- Rural Education, when implemented through legislation and public policies, incorporates the oretical underpinnings influenced by international organisations such as UNICEF and UNESCO, which have influenced and shaped numerous neoliberal educational reforms in Brazil since the 1990s. 2- Social movements advocating for Rural Education have encountered challenges in formulating a comprehensive framework that systematically integrates the oretical references specific to Brazilian education, capable of countering dominant neoliberal perspectives and proposals. The research draws on Historical-Critical Pedagogy and Historical-Cultural Theory to explore how the concept of Rural Education has been formulated and shaped. This aim is achieved by analyzing documents produced by social movements, regulations, and recent public policy proposals. Moreover, the study aims to contribute to the identification of critical challenges in developing a coherent framework for Rural Education that aligns with the historical principles of the Struggle for Agrarian Reform, the development of rural communities, and the transcendence of capitalism.