EDUCATION ITINERARY IN THE MUNICIPALITY OF SERRINHA/RN – 1997 TO 2021:

discursive semantics and production of indifference towards education in the countryside.

Abstract

SUMMARY This study aims to analyze the educational itinerary of the Municipality of Serrinha-RN, the practices aimed at rural and/or rural education. It seeks to interpret how this space is organized, which in its trajectory signals a break with trends in rural and/or rural education studies, although it presents a semantic discourse of convergence with those established by educational legislation. Michael Herzfeld's contributions to the studies of individual and collective practices were used to carry out this research. An analysis of the structure formally established and the actions constituted from individuals and their attributions. Data collection adopts as methodologies the survey of documents, scientific articles, information on population organization and school census. Data collection took place through semi-structured and narrative interviews with two teachers and a coordinator. The testimonies were analyzed based on Laurence Bardin's content analysis methodology. It was sought to understand how in the space where the pedagogy of alternation and pedagogical ruralism is something “totally unknown” and, in this sequence, the absence of mobilization actions driven by militancy movements in the countryside, such as that undertaken by the MST. How is the school in the countryside experienced within this universe of distance and the perspectives of continuity and discontinuity of actions for this reality of the countryside school? It was found that this distance was not enough to protect the rural school from the processes of legitimation of an education for the city, instituted by the form of symbolic violence and linked to the social construction of indifference, offered by the bureaucratic State, and having as main agent the teacher.