{"id":2066,"date":"2022-11-24T14:19:04","date_gmt":"2022-11-24T17:19:04","guid":{"rendered":"https:\/\/interelos.org.br\/?post_type=portfolio&p=2066"},"modified":"2025-10-27T19:23:37","modified_gmt":"2025-10-27T22:23:37","slug":"educacao-do-campo","status":"publish","type":"portfolio","link":"https:\/\/interelos.org.br\/en\/programas\/educacao-do-campo","title":{"rendered":"Field Education"},"content":{"rendered":"

Interelos Program for Rural Education<\/strong><\/strong><\/h3>\n\n\n\n

Education is one of the main vectors for the development of a territory and occupies the centrality of the social, environmental and economic development of the place where it operates, by training young people capable of exercising leadership roles in local organizations and providing technical assistance in supply chains. value.<\/p>\n\n\n\n

The effectiveness of this vector is directly related to a political pedagogical project aligned with the characteristics of the territory, as occurs in Agricultural Families Schools (EFAs) and Rural Family Houses (CFRs). This school model is based on the Pedagogy of Alternation, an educational model that emerged in European rural communities in the post-war period and which provides, in addition to the official curricula, content based on the context of the territory in which they are installed, in addition to several other practices of teaching and involvement of the community, aiming at their permanence in the countryside and greater autonomy.<\/p>\n\n\n\n

These schools are created based on a demand from the community and other actors, such as unions, who mobilize and create a sponsoring association. This association is the organization responsible for the school and for making agreements with the State for the transfer of funds.<\/p>\n\n\n\n

The challenges faced by schools are of different natures, from formalizing the association, approving the political pedagogical project and all documents for regularization with the Board of Education, to hiring staff and teachers aligned with the Pedagogy of Alternation and access financial resources from the State.<\/p>\n\n\n\n

Because they are community organizations with little experience in management, these associations face difficulties in the administrative field, which often lead to the indebtedness of the school's operational structure and even its bankruptcy. It is common for them to gain access to agreements with the State, but fail to render accounts and are prevented from accessing these resources again. The interruption of its activities represents a serious pedagogical loss and a disruption of the social fabric, with a loss of community mobilization. In the long term, the absence of a continuous and quality educational process contributes to the stagnation of the territory.<\/p>\n\n\n\n

Theory of Change for Rural Education<\/h4>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Based on the vision we present about the role of education, we have developed a Theory of Change that seeks, as a result, to strengthen school units for education in the countryside, based on the guarantee of their uninterrupted functioning.<\/p>\n\n\n\n

The main lines of action of this theory are: Financing of Pedagogical Activities, Strengthening of School Management and Public Policy Advocacy.<\/p>\n\n\n\n

The three axes form a tripod for strengthening education. While the FUTURE Fund was created to bring a faster and more effective solution to the problem of financial insufficiency in schools, the management company and the Advocacy process aim, in the medium and long term, to solve two important issues: good administrative and financial management and the inclusion of schools in the public budget.<\/p>","protected":false},"excerpt":{"rendered":"

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