E, the children of the field are not prepared to face a world in the city. These children if adjust to necessities of a exploring society, being prepared to serve to a capitalist system. Some movements fight for the Agrarian Reformation and organization in another way to live in the field with one politics directed to the reality of the agricultural population, the different cultural realities. When if it thinks the education of the field becomes essential to say that it is called to construct to first humanists in view of the emancipation human being. In this direction, the education of the field if differentiates of the formal education.
In the education of the field all are citizens and constructors of the memory and history. They are social and cultural citizens. Already in the formal education the visible one is the reducionismo of alunos/as repeating, unbalanced disapproved the approved ones/, inexperienced/special/abnormal, beyond creating a great dualism between educador/a and educando/a. It has a great possibility of if opening a fan of transversal subjects in the education of the field that can and must be recouped in all the pertaining to school units and its respective communities, as for example: the hope, citizenship, justice, freedom, equality, sexuality, cooperation, diversity, land, work, identity Therefore, he is evidenced the specific, differentiated and alternative character of the education of the field. Therefore such conception of education if of as formation process human being, an education of quality that comes to value the reality of the field. The school of the field defends the interests, the politics, the culture and the economy of agriculture peasant. According to Fernandes (1999, P. 65) ' ' the education politics that is being implanted in Brazil, by means of the National Curricular Parameters, ignores necessity of the existence of a project for the school rural' '.
But, what it comes being a point aggravation is the regulating factor of the quality of education seen from a determinista optics a geographic determinismo that legitimizes the existence of a conception of that the urban school is better, superior of what the agricultural school. politics that supports the agronegcio does not have no feeling for the human being. It is moved the money, lies, myths, etc. In the reality the education in the field cannot forget it accumulation experiences it people which is repassed from legends of the peoples. Unhappyly Brazil has shown to a great indifference in relation to the popular knowledge peasant, which has its origin in the partner-cultural matrices: afro, aboriginal and European, if worrying in a pedagogical line that respects these to know and do not approach to others. It is necessary that the pedagogical politics contributes in the guarantee of that to know was accumulated them imaginary to know where they affirm them as identity and as historical legacy. REFERENCES: The Text of Darli Casali
