Public policies for rural education in Baixada Fluminense.
Rural education, Socialmovements, Popular education, PRONERA, Ethnic-racial relations.
The presentstudyaimedtoanalyzethehistoricalprocessofthestruggle for agrarianreform in Brazilandtheeducational policies in theBrazilian rural areasbasedon PRONERA (NationalProgramofAgrarianReformEducation), created in April 1998 bythen-President Fernando Henrique Cardoso through ministerial ordinance. Its objectiveistostrengthentheBrazilian rural sector in termsofeconomic, social, environmental, and cultural issues. Pronerarepresents a joint effortof rural social movementsanduniversitiestoenhanceeducation in theBraziliancountryside, seekingto improve students' accessandretention. The MST (Landless Workers' Movement) plays a crucial role in implementingtheprogram. Anissuethatdrewourattention in thisstudywastheanalysisof age-relateddistortions, particularlyconcerningethnicgroups. Weobserved high rates ofilliteracy in theBrazilianterritory, especiallyamongthe Afro-diasporicpopulation, hinderingthe Black population living in rural areasandfacingsignificantchallenges in breakingfreefromexploitationbythecapitalist system ofagriculturalproduction.