Rural interactive pedagogy on the mineiro semiarid: Geography Teaching on Agricultural Family School of Tabocal in São Francisco - MG

Abstract

The following paper analyzes the development of Agricultural Family Schools while applying Rural Interactive Pedagogy, exploring its trajectory and influence in the peasant movement. A methodology of this work was through the data collection technique presented in the field study, which is classified as exploratory and descriptive with the dialectical method. The article highlights some possibilities related to geography teaching in an agricultural family school in Tabocal, located in São Francisco, in the semiarid region of Minas Gerais. The paper addresses both the history of its formation as well as the geographic context that the rural school is in, exposing the teaching methodology anchored on the practices and the learning of student interactivity and the geographical agricultural techniques developed from the coexistence with the Semiarid, on Tabocal’s Agricultural Family School, São Francisco - MG. During the development of this work, the importance of rural education in the context of a region within the boundaries of the Semi-Arid region of Minas Gerais was analyzed, as well as the teaching method of the institution through the pedagogy of alternation and agricultural techniques. Therefore, rural education contributes to the formation of peasants with a critical awareness of their agricultural production space.