A contextualização do currículo da educação do campo: desafios e possibilidades

Abstract

This work consists of a reflection on the contextualization of the Field Education curriculum, with its challenges and possibilities. The objective of this study is to analyze whether the curriculum proposal for rural schools in the municipality of Mutuípe is contextualized and meets the demands and specificities of rural education. Specificities and principles these raised by the legislation and Pedagogical Political Project of the Education of the Field, which has demanded the construction of a curriculum and a specific school for the peasants and peasants from their culture and materiality of origin. Historically the education offered to peasant populations was marked by an urban-centered curriculum without considering the issues that mark the uniqueness of the subjects of the field, their specificities as the valorization of the land, the dimension of culture, the form of work, the relations of production and types of local crops in which the students are intrinsically inserted. The rural schools were thought of as having urban education, whose main reference is the city, implying in this way the organization, management and curricular proposals produced for urban schools, devaluing the specificities and culture of the countryside, disregarding the knowledge produced by students and the local community. We note the importance of a specific curriculum that addresses the singularities of the field life-styles, associated with historically accumulated knowledge, in the perspective of social transformation and emancipation of subjects. In view of the above, the research aims to investigate: In what way does the curriculum of the rural schools of the municipality of Mutuípe contextualize the specificities of the Field Education? Methodologically he used the qualitative approach research. As a procedure were chosen those that fit the focus of the study, so we chose documentary research and field research. As research techniques were used semi-structured interview and documentary analysis. In this research, the theoretical and conceptual approach was based mainly on the studies of Lima (2013), Arroyo (1999), Caldart (2004), D'Agostini (2012), who contribute to broaden the discussions on the subject. Analyzing the PPP and the pedagogical proposal and listening to the wishes, experiences, practices and expectations of professionals who do the education in the field, it is understood that EAPEC throughout its history has been contributing in a significant way in the construction of an education transforming and empowering in the municipality of Mutuípe, assuming a position and the identity of a creative and dynamic space of social, cultural, productive and political relations of the countryside. In the foregoing, it was evidenced that the curriculum is contextualized and meets the specificities of the rural schools. Through this research it is hoped to contribute with the field education theme bringing new reflections on the contextualization of the curriculum based on the specificities of the culture and life dynamics of the peasant populations.