Concepção, princípios e fundamentos da educação do campo como orientadores do currículo e do PPP: o que pensam os/as professores/as da escola?

Abstract

This work presents as a central theme the teachers' thinking about conceptions, principles and foundations of Rural Education as guiding the curriculum and the Pedagogical Political Project of school field. Our research starts from the following question: What is the conception of Countryside Education for teachers in the countryside school? How does this understanding materialize in the development and formalization of the curriculum? Based on this question, we seek to understand the conception of Teachers' Field Education in a rural school, in order to infer how this understanding materializes in the School's Curriculum and Political Pedagogical Project. As a theoretical contribution, we used Caldart (2012) and Molina (2004) to discuss the concept of Education and Rural School; Moreira e Silva (1994) and Menezes (2012) to discuss the concept of Contextualized Curriculum; Veiga (1998) and Vasconcellos (2002) for the discussion on the Political-Pedagogical Project. This work results from a qualitative field research, complemented by a documentary analysis (PPP) whose results showed that: the researched school shows a search for and interest in building a School of the Countryside but needs a consistent and continuous training focused on this modality; the principles and foundations of Rural Education appear in the interviewees' statements and in the School's PPP in a very fragile, inconsistent and somewhat intuitive way. Finally, we emphasize that Rural Education in public education systems is still a construction at a very early stage; which requires a joint and articulated effort by civil society and especially by educational institutions to strengthen a proposal that goes against the National Education Policy, currently implemented in Brazil.