The functional interculturality in rural education and the critical interculturality in current rural education: An analysis based in the post-colonial studies

This text is an extract of research in progress linked to the Postgraduate Program in Education at the Federal University of Pernambuco - Brazil. For a long time the stage of discussions on education for rural populations considered only their characteristics geographic. This perspective, this Rural Education was one of the processes responsible for the maintenance of subordination and silencing, denying from the education, the differences of these peoples. Even doomed to failure and discredited for political power, they resist to homogenizing and decontextualized model of education, and from their struggles, become proponents of another perspective Rural Education, aiming to overcome the model formerly tax. Thus, we presuppose that the current perspective of Rural Education have approximations with the Critical Interculturality in the same way that previous Rural Education has links with the  Functional Interculturality. Given this, we ask: what are the similarities between previous Rural Education and Functional Interculturality, and between the Critical Interculturality and current Rural Education? To answer this question we join the studies Post-Colonial Latin American dimension, in terms of Castro-Gómez and Grosfoguel. Because in this approach is expensive the analysis of processes of subordination and silencing based in the denial of the right to difference. In this light we conducted a literature review from two categories: Rural Education, from the works of Arroyo, Fernandes, Caldart, Munarin, Antunes-Rocha. As well as Interculturality, from the works of Walsh, Sartorello, Mignolo, Quijano, Marín. Our results showed that the relationship between previous Rural Education and Functional Interculturality are expressed in the maintenance of the model of education retrograde, that supports the processes of subordination from the coloniality. Regarding the relationship between the current Rural Education and Critical Interculturality  we highlight the sharing of a post-colonial education, criticism and counter-hegemonic, which is based on respectful coexistence among different peoples.