A educação contextualizada e a formação do sujeito: para além da aprendizagem escolar

Abstract

This text discusses the results obtained by a project developed in rural schools in the semi-arid region of Bahia, beyond the walls of the institution. The methodology, inspired by Freire's teaching, was based on socially referenced teaching based on the student's reality. According to the principles of this methodology, students must understand, analyze, and transform (CAT Project) the reality of the countryside where they live. Contextualizing knowledge is essential for students to reframe knowledge and values, learn to live, read, and intervene in their reality. This active role would come through ongoing teacher training, the production of contextualized teaching materials, and the adoption of pedagogical and democratic management practices. Still as an institutionalized product, the goal was to persuade municipalities to allocate local budget resources to use the aforementioned contextualized rural education methodology. The analytical technique that produced this discussion was anchored in the statistical-econometric regression analysis model to isolate the program's effect based on data collected between treatment and control groups. The results showed significant statistical differences between schools that adopted the methodology and those that did not. It is proposed that contextualized education be justified by its results in objective indicators beyond the school walls, based on the principle of the subject's right to understand their place and the relationships that are established from it in the various spheres of life: social, political, economic, environmental, and cultural