THE SOCIO-TERRITORIAL CONFLICTS BETWEEN RURAL EDUCATION AND EDUCATION OF/IN THE COUNTRYSIDE AND THE DETERRITORIALIZATION OF PEASANT PEOPLES

Overview & Synopsis

This article aims to demonstrate the differentiation between Rural Education as a product of Agribusiness and Education in the Countryside as a result of the struggles of peasant communities and social movements for Agrarian Reform, seeking to broaden discussions on this theme regarding the conflict in the Brazilian countryside between the territory of the peasantry and that of agribusiness. This work is centered on theoretical debate and bibliographic review, as well as documentary studies/analyses (legislation on land). As a result, it presents some discussions of paramount importance for the debate about socio-territorial conflicts and deterritorialization, based on the closure of schools in the countryside and the advances of agribusiness, as well as the precariousness of schools in the countryside. In the final considerations, we answered the objective by concluding that between rural education (agribusiness model) and education of the countryside (methodology suitable for rural populations), there are diverse political perspectives and dimensions in debates, whose implications go far beyond nomenclatures, permeating public policies and socio-territorial conflicts, in addition to the implication regarding the deterritorialization of rural workers.