RURAL EDUCATION AND AGROECOLOGY IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This study aimed to identify agroecological practices from the perspective of Rural Education within the school environment, considering the appreciation of agricultural sustainability and the traditional knowledge of rural students. The research was conducted at Maurício Gumes Municipal School, located in the district of Maniaçu, Caetité, Bahia, Brazil. Methodologically, the research was characterized as a qualitative case study using semi-structured interviews with four education professionals—two teachers and two pedagogical coordinators—intentionally selected based on their involvement in the activities investigated. The results showed that agroecological practices, although still at an early stage, have fostered children’s engagement, the integration of scientific knowledge and community-based knowledge, interdisciplinarity, and the appreciation of experiences related to agriculture, food, and territory. However, challenges were identified regarding the availability of financial resources, professional training, planning, continuity of activities, and collective participation. It is concluded that incorporating Agroecology into the school context has the potential to strengthen the principles of Rural Education, foster closer relationships between schools and communities, and promote contextualized and participatory educational processes connected to students’ sociocultural realities.