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The aim of this study was to analyse the reflections and contributions of the Pedagogical Political Project in rural schools in the state of Amazonas, with a view to diagnosing the extent to which the Pedagogical Political Project of these schools has helped to reinforce the identity of their students as rural subjects, as well as the link between this document and the concept of Rural Education. In order to discuss rural education in Brazil, the research was based on the work of major academic authors. The data showed that the Pedagogical Political Project is based on a technical and bureaucratic concept, disconnected from the concept of rural education and decontextualised from the reality of its students. Based on this diagnosis, we realised the need to broaden discussions with the school community, specifically the riverside schools located in the state of Amazonas, about the importance of a Political Pedagogical Project linked to the principles of Rural Education and, through this, to rescue their students' sense of self-worth, so that they can assert themselves as transforming subjects within the social group in which they are inserted, without feeling inferior.
About the author
I have a degree in Geography from the Centro Universitário do Norte (2013) and Sociology from UNIASSELVI (2018), with specialisations in Higher Education Teaching (2014) and Rural Education (2016). I have experience in the areas of Primary and Secondary Education (Geography and Sociology) and Higher Education (Methodology of Scientific Work).
