THE CLOSURE OF RURAL SCHOOLS IN BRAZIL: A BRIEF ANALYSIS OF THE JUSTIFICATIONS PRESENTED IN ACADEMIC LITERATURE

Abstract

The closure of rural schools poses a challenge to guaranteeing the right to education and ensuring that rural populations can remain in their territories. In this context, this study aimed to identify and analyze the justifications presented by public authorities for closing these institutions, based on Brazilian academic literature. This is a bibliographic study with a qualitative approach, conducted through searches on Google Scholar using the expression “justifications for closing rural schools.” After reading the titles and abstracts, ten publications were selected, including scientific articles, undergraduate theses, dissertations, doctoral theses, and a book chapter. The findings indicate recurring justifications related to reducing public expenditure, low student enrollment, school nucleation, and the alleged improvement in educational quality at larger schools, generally located in urban areas. The analysis also shows that school closures may increase the distances traveled by students, intensify dependence on school transportation, and weaken the ties between schools and their communities. It is concluded that economic and administrative justifications must be examined in conjunction with the right to education, the sociocultural specificities of these territories, and community participation in decisions affecting their schools. The importance of public policies that ensure adequate operating conditions and recognize the social role of rural schools is emphasized.