Retrospective study of the situation of Brazilian countryside schools and conceptions of teachers of rural public schools in the municipality of Itapuranga, Goiás, Brazil

The aim of this study was to understand the underlying context of the countryside education according to the teachers in the municipality of Itapuranga-GO, as well as retrospective analysis of the closure of the countryside schools and the number of enrollments. Data collection included application of a questionnaire about teachers' conceptions and concepts regarding the structure, transportation, professional training and transformations in education in the school of the countryside in which they work. The survey with the teachers was carried out in August 2017 and the search for the number of enrollments and schools was carried out on the databases of QEdu and IBGE (Brazilian Institute of Geography and Statistics). Municipality of Itapuranga has two rural municipal schools, the Betel Municipal School and Serra Dourada Municipal School, containing 08 and 03 teachers, respectively. Only 09 teachers agreed to participate in this study, being 5 of the female and 4 of the male gender. The age of teachers varied from 30 to 50 years. They all have degrees in areas such as Pedagogy, Letters (English), Mathematics and/or History, and only has a complementary course in the field of countryside school, which is in Family Farming. It was verified that the management model, the contents, the projects and the training of teachers of the countryside schools of the municipality follow the same Pedagogical Political Project (PPP) of the urban schools and that there is not an effort of the state and the professionals to adapt the rural schools within established principles.


Introduction
Education is key to wisdom to fight for human rights and social justice.
Education varies in cultures and social structures because it does not have a specific model for all cultures (Brandão, 1998): Education also takes place where there is no school and everywhere where there may be networks and social structures for transferring knowledge from one generation to another, where the shadow of some formal and centralized teaching model has not yet been created. The education learns from man to continue the work of life. The life transports from one species to another, within the history of nature, and from one generation to another of living, within the history of the species, the principles through which life itself learns and teaches about living and evolving in each type of being. (Brandão, 1998, p. 13).
According to Venâncio Filho (1944, p. 203 In the 1990s, the movement "For Rural Education" started in Brazil, an struggle of the people of the countryside for public policies that guarantee their right to education, and for an education from and in the countryside (Kolling, Cerioli & Caldart, 2002)  It turns out, therefore, that historically there was no commitment of the State to implement an educational system appropriate to the needs of the rural populations. The Brazilian State has omitted: (1) in the formulation of specific political and pedagogical guidelines for rural schools; (2) in the financial allocation that would enable the institutionalization and maintenance of a quality school; (3) in the implementation of an effective policy of initial and continued training and appreciation of the teaching career in rural area. (MEC, SECAD, 2005).     such as school transport offered by the State or municipal public authorities (Brasil, 2014).
In 2004, the Law n° 10.880 created the National Program to Support School Transportation (PNATE), which aimed to ensure access and permanence of students living in rural areas in basic education of public schools in the country (Brasil, 1996). Another program is the Way to School (Brasil, 2007) that provided a credit line for the acquisition, by states and municipalities, of buses, minibuses and boats to improve students' access to urban and countryside schools (FNDE, 2016; Barsanuf et al., 2016). According to Barsanuf et al. (2016), the studies  Table   02).

Conceptions of the teachers of the countryside school
In both schools (EMB and EMSD), education professionals are residents in the city and they go to work by their own transport or school bus offered by the municipality. In total, the two schools had 11 teachers, 08 from EMB and 3 from EMSD. Of these, only 09 teachers (82%) agreed to participate in this study, being 55.5% (n=5) female and 44.5% (n=4) male. The age of teachers ranged from 30 to 50 years, as illustrated in figure 06. Of these, only one teacher resides in the rural area.    The education systems in addition to the principles and guidelines that guide Basic Education in the country will observe, in the process of complementary standardization of teacher training for the practice of teaching in the countryside schools, the following components: Ia study on the diversity and affective protagonism of children, young people and adults from the rural area in the construction of the social quality of individual and collective life, the region, the country and the world; IIpedagogical proposals that value, in the organization of teaching, cultural diversity and the processes of interaction and transformation of the field, democratic management, access to scientific and technological advances and respective contributions to the improvement of living conditions and fidelity to ethical principles that guide solidarity and collaborative coexistence in democratic societies. Through questionnaire, the question "What is the differential of the countryside school?" was asked to the teachers, and the answers are transcribed below: E.D. "To involve the family member in the educational process"" A. "The number of students in the classroom, which facilitates the teaching of classes and consequently the assimilation of the contents".". L. "The interest of students and their discipline" L.D "Due to the number of students in the classroom, teaching and learning yield more. The culture and education of students are privileges of those who are still "far" from urban area violence.". V. "Pedagogical material, number of students per room and also distancing from the urban area". A. "Students are more concerned with teaching learning, greater attention to teaching. For not being influenced by actions * of society." E. "There is no differential, we follow the curricular matrices of the schools that are in the city". D.C. "The curriculum is more directed to the reality of the student." A.F "The countryside school has materials, books and support from both the institution and the city's schools. The classroom has fewer students." *unreadable From the observations made about the countryside schools, it can be seen that there is no differential and it follows the same curriculum that the municipality secretariat offers to urban school units as we can observe in the speech of "E": E. "There is no differential, we follow the curricular matrices of the schools that are in the city". According to the answers given by the teachers, it can be seen that they do not take into account the identity of the person in the rural area, the work with the land, its . "Transportation, weather conditions and material resources". L.D. "Distance and difficult access for both students and teachers." V. "School transportation and parental accompaniment in school activities". A."The distance, the resources are hindered d for the proper functioning of the school, the transport of the student is difficult". E. "Difficulty of access for teachers and students. Time without flexibility for students in the rural area, unique transportation for students from the rural area and the city." D.C "The difficulty is found in the family to follow, motivate the child in performing the extra activities and during the evaluation period".

It is evident that in
A.F "The difficulties are due to the rooms being multi-grade (2 to 3grades together), before there were up to 5, today we had advances, but the number of students is little".
One of the difficulties is the school transportation, which is the same for both teachers and students from countryside and urban schools, and these students were Teachers (66%) reported difficulties related to access to school, the distance traveled (due to the route of the bus to transport students from the residence to school), schedule and precariousness of transportation. This may be due to the fact that all teachers reside in the city, with this generates a difficulty or even loss of the quality of the educational process, due to the distance itself traveled or the fatigue resulting from the daily "long trips".
Teachers were asked how they classified the support of the public Silva, L. S., Costa, J. R. S., . In the act of motivating, it is worth mentioning that teachers have to contribute to the construction of identity, emphasizing that the man and woman of the rural area have their historical and social value, fought for their rights and contributed to the growth of our nation. The educator Comilo (2008) reports about the difficulties in building the identity of the country man, stating that, ... Often the peasant refuses to assume his identity because, throughout his history, he was regarded as "rude" and inferior. The rural area itself is seen as a space inferior to the city. Class awareness passes through identity awareness, which, in the case discussed here, is that of peasant culture ... (Comilo. 2008, p. 21).
Since not only the man from rural area has the difficulty of assuming his identity, the teacher emphasizes in its speech devalues the work in the rural area, being worrying that the teaching staff of countryside schools does not respect the reality of the rural area. It also can be seen as the lack of rescue of collective memory and peasant culture.

Conclusion
Education plays a fundamental role in instructing the exercise of rights and duties of the citizen. From the Brazilian Federal Constitution, education became the right of the citizen and the duty of the State and the family. In fact, many public schools do not offer low quality education.
Education is in this reality and it is reported that countryside schools do not have structures for the care of students, with absence of adequate material, technologies, teachers without appropriate training, thus precarious teaching.
It is necessary to rethink the countryside school, to seek the guarantee of an education aimed at the rural people.
It is necessary to think and build schools