A (não) escola do e no campo em Pilar do Sul: relação cidade-campo

Abstract

The text highlights the importance of critiquing the situation of schools in and for the countryside in the municipality of Pilar do Sul, in light of political, economic, and cultural relations of domination that result in the subordination of the cultures of minority social groups within education, portraying the school as a space for political disputes and the legitimization of power. The text emphasizes the need to understand the processes that led a predominantly rural city to lack schools focused on the countryside and the importance of social, political, and educational movements in building an educational model that values the historical and cultural perspective of rural people. Furthermore, it addresses the historical struggle of rural communities for land, rights, and citizenship, and how social movements advocating for schools in the countryside are essential for geographical science, as they aid in understanding socio-spatial dynamics.