School inside the city, called as a school in rural area, in the municipality of Botuporã, Bahia - Brazil

some reflections

Abstract

In this article, we present some reflections with the aim of situating the historical, dialectical, material and contradictory movement of rural schools, located inside the city. We are also resuming to debate on the centrality of public schools as a fundamental space for struggles in rural education. As a research problem, we question the meanings attributed by subjects of Colégio Estadual do Campo de Botuporã (CECB) to its new name as a rural school. The general objective aims to understand the meanings attributed by CECB subjects to rural school. The theoretical framework and empirical data were constructed during the research by Amaral (2023), defended with the Postgraduate Program in Teaching, at the State University of Southwest Bahia (UESB). This is a participatory research, with a qualitative approach, whose method used dialectical historical materialism and production of data using conversation circles and semi-structured interviews to listen to 24 research participants. The data produced was subjected to Bardin's content analysis. The results showed that students and professionals participating in the investigation positively recognize the new name of the school. However, they do not see any sense in changing just the name, since the educational practices of the aforementioned institution have not yet been modified and are not in line with the principles of rural education, or even with the interests of the peasant subjects of Botuporã. Therefore, despite the new name, CECB continues to be an urban school.