A educação e seus desafios contemporâneos: o contexto educacional no norte de Mato Grosso, através da implementação da alternância pedagógica no campo

Abstract

Evolving is fundamental and a large part of our evolution is made possible by the acquisition of knowledge. Faced with the perspective of enabling formal knowledge integrated with agroecology for high school freshmen. Teachers from the city of Terra Nova do Norte, located about 629 km from the capital of Mato Grosso, Cuiabá, in the legal Amazon, founded the agricultural school Terra Nova. The institution's objective is to offer an innovative proposal committed to strengthening sustainable production in a state whose economic base is centered on monoculture and the indiscriminate use of nature. This article aims to analyze the institution's structural and pedagogical conditions, recognizing agroecological practices in the context of rural education in an area where much of the attention and public and private investments are focused on agribusiness. The methodology used was the case study, recognizing and acquiring all the necessary information about the institution's structuring process, as well as the behavior and objectives of the students when carrying out the selection process. Contact with students and educators took place through semi-structured interviews, where they reported their experience at the institution and the contributions of agroecological and pedagogical practices to their human formation. The Terra Nova agricultural school, located in the municipality of Terra Nova do Norte, founded in 2010, offers students, high school, education integrated with technical education in agroecology lasting four years. In an alternating and semi-boarding regime, an innovative curricular proposal is challenging the current educational aspirations, because at the end of the fourth year, the student concludes his basic and technical training, allowing continuity in the area or in other areas of knowledge in teaching superior and mainly transmitting the knowledge acquired during the four years to society. Its teaching staff and other professionals of the institution are true pillars in the implementation of the proposal. Like a large part of the pedagogical projects and proposals in force in Brazil, the school in Terra Nova has deficiencies, mainly related to the restructuring of its physical space and recognition by the public authorities of its pedagogical particularities. It is fundamental to have a differentiated look at all schools in the countryside, taking into account the geographical and cultural singularities of these spaces. The involvement of students, family members and especially educators are characterized as foundations for guaranteeing the project. Discipline, behavior and perspective on life are the institution's mechanisms, in addition to the basic proposal of strengthening the theoretical and technical knowledge of the productive and sustainable process. Keywords: