'Neoruralismo Pedagógico': a formação dos trabalhadores do campo proposta pelo Estado brasileiro nas políticas educacionais do período neodesenvolvimentista (2001-2016). ; 'Pedagogical Neoruralism': the training of field workers proposed by the Brazilian State in the educational policies of the period neodevelopmentist (2001-2016)

The training of rural workers proposed by the Brazilian State until the 1980s was predominantly connected to the interests of agrarian oligarchies. The Rural Education or pedagogical ruralism, as it was known, aimed at the psychophysical adaptation (GRAMSCI, 2001) of workers to the mode of production. With the growing organization of popular social movements, a new perspective for the training of rural workers was consolidated in the 1990s, the Countryside Education (CALDART, 2009). Articulated to a new society development project, the Countryside Education set up a conception of training that aims at breaking the processes of psychophysical adaptation, since it is articulated to the interests of workers, that is, a training in the perspective of human emancipation (MARX, 2009). Since the beginning of the 2000s, with the consolidation of the neodevelopmental project, the Brazilian State has seen demands of popular social movements of the countryside in its educational policies. With the purpose of evaluating this process, we investigate the proposal of workers training presented by the Brazilian State in its Countryside Education policies documents from the neodevelopmental period (2001-2016). Based on the theoretical-methodological perspective of the Dialectical Historical Materialism (PALUDO, VITÓRIA, 2014), we perform the documentary analysis of the set of official documents referring to the Countryside Education policy (2001-2016) and the main development programs focused on the countryside during this time, as well as the bibliographic review and the investigation of statistical data on the Brazilian land structure. The research results show that the State's proposal for the training of rural workers in the neodevelopmental period set up what we call 'pedagogical neoruralism’, a training perspective that should not be confused with the pedagogical ruralism, since it does not aim at promoting a rigid training restricted to the productivist model, nor should it be confused with the conception of training of ...