SCHOOL DROPOUT IN THE COUNTRYSIDE AND NEW EDUCATIONAL PROPOSALS

Abstract

In many rural areas, entire families often engage in hard work over long hours to ensure their livelihood. Especially on small farms, where the technology applied to production is sometimes obsolete, every help in the fulfillment of tasks is valued, including, not infrequently, child labor. This chapter examines the reality of children in rural areas and the factors that lead them to drop out of school, in addition to investigating the perception of families about access to education and the impacts of schooling in adult life. Education, as a fundamental pillar for human and social development, proves to be an essential tool in the search for more dignified and fair living conditions for these communities. However, it is observed that there are few studies and research that address this theme, revealing a significant gap in the available literature. To promote a deeper understanding of the dynamics that influence access to and permanence in school in the countryside, it is essential that there be greater investment in research and debates on the factors that contribute to school dropout in rural areas. This investigation is essential not only to inform more effective public policies, but also to foster educational practices that meet the specific realities and needs of rural communities. The study adopts a descriptive approach, based on reports of experiences of families in the region known as "Córrego da Perdida Grande", located between the municipalities of Tumiritinga and Capitão Andrade, in the state of Minas Gerais, Brazil.

DOI:https://doi.org/10.56238/sevened2024.031-049