The main goal of this research was analyze the convergence among the Pedagogical Policies
Project and the pedagogical practices of two municipal schools in the countryside of Cerro
Largo, in light of Field Education, in a way to contribute to the local development. The
research was realized in a Municipal Elementary School Dom Pedro II, located in Santo
Ant?nio Village and in the Municipal Elementary School S?o Franciso, located in S?o
Francisco Village. To achieve the proposed objectives, firts it was realized a bibliographic
review, with the purpose of investigating the literature on the subject and base the historical
rescue of the Field Education trajectory, as well as to undersatnd the contribution to the social
development in the countryside as public policies. The second step was to analyze which
propose the Pedagogical Policies Project of the schools. The third step was to know the schools
and make practical pedagogical observations, as well as to talk with teachers and students, in a
way to know them better. This stage helped in the comprehension of the teacher?s evidence in
the posterior step, the focal groups. The focal groups were realized only with the teachers, apart
in two groups, each one in its school. The fifth step was trhough a semi scrutured interview,
individual and arranged, with two gestors of the school and with the municipal educational
coordinator, always considerating the data collected in the previous stages and the ones which
needed more explanation and comprehension in other ambit. Such as metodological proceeding
was used a qualitative approaching with stamp interpretative, as study case, with narrative
design, ethnographic of tranversal cut, by the fact of its design to be observational, and not
experimental, with data collection and sampling which made themselves through analyzes,
participant observation and semiscrutured interviews of the subject in its natural habitat,
without interventionof the researcher, observing the pedagogical practices, school routine and
analyzing the pedagogical policies project. The result, in replay to the problem question, is that
the school Pedagogical Policies Project, and like their pedagogical practices, do not meet the
goals of Field Education, because both tend to an urban-centric practice. However, with this
study verified that, even in an indirect form, the schools contribute to the local development,
once that them act through their philosophy of teaching, with the integral and critical formation
of the subjects.O objetivo principal desta pesquisa foi analisar a converg?ncia entre os Projetos Pol?ticos
Pedag?gicos e pr?ticas pedag?gicas de duas escolas municipais do interior de Cerro Largo, ?
luz da Educa??o do Campo 1 , de forma a contribuir com o desenvolvimento local. A pesquisa
foi realizada na Escola Municipal de Ensino Fundamental Dom Pedro II, localizada na Linha
Santo Ant?nio, e na Escola Municipal de Ensino Fundamental S?o Francisco, localizada na
Linha S?o Francisco. Para alcan?ar os objetivos propostos, inicialmente foi realizada uma
revis?o bibliogr?fica, com o prop?sito de investigar a literatura sobre o tema e embasar o
resgate hist?rico da trajet?ria da Educa??o do Campo, al?m de compreender a sua contribui??o
para o desenvolvimento social do meio rural enquanto pol?tica p?blica. O segundo passo foi
analisar o que prop?e o Projeto Pol?tico-Pedag?gico das escolas. O terceiro passo foi conhecer
as escolas e realizar observa??es pr?ticas pedag?gicas, al?m de conversar com professores e
alunos, de forma a conhec?-los melhor. Esta etapa ajudou na compreens?o dos depoimentos
dos professores na etapa posterior, a dos grupos focais. Os grupos focais foram realizados
somente com os professores, separados em dois grupos, cada qual em sua escola. A quinta
etapa ocorreu atrav?s de entrevista semiestruturada, individual e pr?-agendada, com as duas
gestoras das escolas e com o coordenador municipal de educa??o, sempre considerando os
dados levantados nas etapas anteriores e que ainda precisavam de mais esclarecimentos e
compreens?o em outro ?mbito. Como procedimento metodol?gico foi utilizada a abordagem
qualitativa de cunho interpretativista, do tipo estudo de caso, com desenho narrativo,
etnogr?fico de corte transversal, pelo fato de seu desenho ser observacional, n?o experimental,
com coleta de dados e amostragem que foram realizadas por meio de an?lise, observa??o
participante e entrevistas semiestruturadas dos sujeitos em seu ambiente natural, sem
interven??o do pesquisador, observando as pr?ticas pedag?gicas, cotidiano escolar e analisando
o projeto pol?tico-pedag?gico. O resultado, em resposta ? pergunta problema, ? de que os PPP?s
das escolas, assim como suas pr?ticas pedag?gicas, n?o v?o ao encontro do que prop?e a
Educa??o do Campo, pois ambos tendem a uma pr?tica urbanocentrista. Por?m, com este
estudo verificou-se que, mesmo de forma indireta, as escolas contribuem para o
desenvolvimento local, uma vez que atuam atrav?s de sua filosofia de ensino, com a forma??o
integral e cr?tica dos sujeitos
