Pictures of Rural Education: images about the paths that lead to schools in Paraense Amazon

This article brings forward the discussions about the images about the paths that lead to Rural Schools in the Paraense Amazon. For such, the meanings constructed by children in early childhood education about the paths that are taken to school were analyzed. The theoretical foundation is based especially in Caldart (2004), Molina and Sá (2011) and Hage (2005). Methodologically, it presents a qualitative approach in the psychosocial field, in a dialectical movement that involves the objective and subjective world, as a constituent process of images and constructed meanings. For the analysis, the contexts surrounding the reality of Rural Education experienced by children from a municipality in the Amazon region of Pará were considered, as were the meanings that the children studied attribute to this path based on their drawings and the arguments that justify the images of the paths that lead to school. The revealed results the intersubjective dialectical movement, constituent and constructor of the reality of values that imprint a rupture of the dynamics between nature and the school's artificial world in the reality of the Paraense Amazon, highlighting the importance of considering the subjectivity of the rural subjects as a political act to propose their training and educational policies.


Introduction
In this article, we presented and As stated Molina and Sá (2011, p. 112), "The required democratization, therefore, is not only about access, but also about the production of knowledge, implying other logics of production and overcoming the    However, we observe the strategies

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The rural population is inserted and supported by law, and the rural education is not only a charity offered to this part of the population, but a right foreseen by the Federative Constitution of the Republic of 1988 and that everyone, in a qualitative way, should enjoy. Soon, a popular project, of different rural territories in development, is a reality that should start to be built and, consequently, requires a critical education that prepares the countryside people to be the subject of this construction; an education that guarantees the right to knowledge, to science and technology socially produced and accumulated. And, . Pictures of Rural Education: images about the paths that lead to schools in Paraense Amazon...   Moscovici (1978, p. 48), Social representations are dynamic sets, their status is that of the production of behaviors and relationships with the environment, that of an action that modifies each other, and not that of reproduction ... nor that of a reaction to a determined external stimulus ... they are systems that have their own logic and a particular language, a structure of implications that refer to both values and concepts [with] their own style of discourse. We do not consider them as opinions about nor images of, but as "theories", as "collective sciences" sui generis, destined to the interpretation and construction of reality.  (Jovchelovitch, 1994).

RBEC
The metaphor of the portrait is used as an analogy to the idea of revealing the images and meanings that are built on reality, which we propose, as described in the previous subtopic, just as one looks in the mirror and sees a reflected image, assigning meanings to what is seen, seeking to reflect on the constructed image of the rural school in a given reality.
Therefore, to reflect is to articulate, in our text, the contexts and meanings that constitute social representations (Jodelet, 2001 Table 1 below:    The multi-series schools have found major operating difficulties in the educational Brazilian system. In addition to running the risk of closure by city halls as there is no demand for students, they are marginalized by society as schools with poor teaching. In this perspective, one tries to legitimize the idea that for the countryman the letters are not necessary, only the hoe.
In Neves, J. V.,  In this sense, the fight for a rural school, in the symbolic sense, is the fight against many other forms of subtractions and guarantees of rights of the countryside subjects, whose symbolism can be highlighted when the school is seen as a means of mediation of information  In the reflection of the mirror: the senses reveal and justify the images of the paths that lead to the school/rural school It is necessary to think of rural education as a space for valuing subjects made up of their own identities and lords of rights, both the right to difference and the right to equality, subjects capable of building their own history and defining the education they need.
We emphasize that in the perspective of right to own identities, the ones who    When we highlight what children from the countryside say about the paths they take to school, we consider that their way of representing reveals feelings of those who live in the countryside and not in the city, because the difficulties faced   The nature is neither good nor bad, it follows its own path and interacts with all beings, and in relation to humans, they need to constantly change to live. To that change we call evolution; necessary condition to the existence of all forms of lifes. And as a human being, man needs to change and, therefore, as a cultural being, this also forces changes, selforganization.
In territories.

Conclusions
The current educational scenery, in our country, goes through serious . Pictures of Rural Education: images about the paths that lead to schools in Paraense Amazon...