The rural school’s curriculum and its connections with the principles of Countryside Education

Abstract

This article presents the result of a Master's in Education research on the movement of building the curriculum of the Rural Capoeira dos Dinos school, in the municipality of Piraquara/PR from the protagonism of the school's teachers. It seeks to examine how this school and the educators, in their pedagogical work, approach the principles of Countryside Education and how these principles shape the school curriculum. For this purpose, qualitative research was used, which articulated the participation and listening of the rural schoolteachers. The documentary analysis of three curricular proposals and the oral history methodology were adopted as instruments for data collection. Contributions from Arroyo (2007, 2010, 2015); Freire (2002); Schwendler (2010, 2017); Souza (2008, 2016); Sacristán (2000, 2011); Beirnstein (1996); Caldart (2010, 2012) were essential for the debate on the prescribed and recontextualized curriculum and the Countryside Education. The data indicate that the school’s curriculum proposal does not differ from the prescribed curriculum of the municipal network. However, the curriculum in action reveals attempts to prioritize content and strategies that address the specificities of the rural community, in teaching work, based on the process of curricular recontextualization. The results show the possibilities of reinterpreting and reworking the curriculum text, based on the paradigm of Countryside Education, concluding that the participation of teachers and the rural community is fundamental in the construction of the curriculum. The school in the countryside is advocated as a space for reconstruction, dialogue, and transformation, generating the construction of a curriculum that reflects the needs of the communities.

Keywords

• countryside education
• rural education
• curriculum
• recontextualization.