Escola da Terra in the state of Goiás: an interdisciplinary proposal of the gender debate for the curriculum

Abstract

Escola da Terra in the state of Goiás started its activities in 2018. In two editions, it served 320 educators in the field. Based on the scope that Escola da Terra has reached in the state, with this work we seek to reflect on how the themes of interdisciplinarity, curriculum and gender allow a more coherent perception of the teaching process in the school of our time. We seek the theoretical framework of discourse and its meaning, within the analysis of French discourse, which has Michel Foucault as a reference. As a methodological resource, we adopted semi-structured questions, using the virtual space as a means of accessing the speeches of the participating teachers. From the speeches of the research subjects, we understand that the debate and continuing education have made it possible to break with the biological and naturalized view of gender, helping the understanding of sexuality. Furthermore, thinking about the curriculum and the importance of differences in the classroom is possible through collaborative work that requires challenge, negotiation, and flexibility to build an interdisciplinary proposal contextualized with the reality of the field and its subjects.

Keywords

• escola da terra
• interdisciplinarity
• curriculum
• gender
• rural education.