Agricultural Family School dynamics, limits, and possibilities based on a case study

Abstract

This study aims to present and analyze the Agricultural Family Schools (EFAs), shedding light on their history, their establishment in Brazil, and the specific case of the Agricultural Family School of Natalândia (EFAN). The methodology adopted is based on a qualitative approach, using field research, interviews, and direct observation as data collection tools. After conducting the research and analysis for this undergraduate thesis, a significant gap was identified in Public Funding Policies related to rural education. The school is recognized as a crucial learning environment, where it is essential to understand the individuals from their origins and effectively collaborate with the local community, proposing and executing actions that enable a more organized and meaningful life. In recent decades, Brazil has been discussing its sociocultural diversity, a result of the social and political struggles of various rural and broader social movements. Rural education has gained prominence in the country's educational debates and policies, a fact that deserves reflection, given the importance of the context in which it is situated.