A proposta curricular para a Educação do Campo no/do município de Santa Rita/PB

Abstract

The schooling process in Brazil happened in an excluding way, Brazilian education was conceived between social inequalities and institutional and organizational precariousness of Brazilian society. As a result of this historical process, Brazilian education, in particular public education, was disfigured. In the eyes of the Brazilian State and its elite, the countryside was/is seen as an unfavorable place due to its cultural and civilizing “backwardness”. In this context, Rural Education, in addition to being built late, did not have essential support from the Brazilian State. In almost five centuries, the Brazilian State has not created specific public policies for rural education. Faced with these problems, Rural Education was born as a struggle for the right of rural subjects for access to the knowledge produced in society, aiming at valuing peasant life in its multiple manifestations. It is an achievement linked to the social struggles of rural workers, strengthened through social movements (MST and Agrarian Reform). Rural Education found space in the Brazilian legal system in the 1996 LDB (Law 9,394), which was considered a great advance. After the LDB, Rural Education was mentioned in other educational policies such as the Operational Guidelines for Basic Education in Rural Schools. In 2014, the National Education Plan was created and the State Education Plan and the Municipal Education Plan were aligned with it, which aim to collect data and information, studies, analyses, public consultations, decisions and political agreements. The PNE establishes that all municipalities will have the responsibility to readjust or elaborate their plans up to one year after its publication. This applies to the municipality of Santa Rita-PB. In view of the above, this work has the general objective of analyzing the first curricular proposal of public management for Rural Education in the municipality of Santa Rita - PB. Thus, describe the curricular proposal for Rural Education of the municipality, identify the political and pedagogical assumptions that constitute the curricular proposal and discuss these assumptions throughout the work. Methodologically, this is an exploratory, bibliographic, documentary and case study research. This is a qualitative study, being carried out through a case study complemented with a documentary analysis. The research had as reference, among others, authors such as: Roseli Caldart (2008), Mônica Molina (2014) and Amaurilio Jr (2010). The documentary research sought to analyze the legal orders that govern Rural Education, establishing relationships with the principles of Rural Education. The municipality of Santa Rita started the process of elaborating the first curriculum proposal late and soon after paralyzed the elaboration due to the COVID-19 pandemic, after the pandemic period, in 2022 the municipality of Santa Rita returned to the construction of the proposal curriculum, being consistent with the principles of rural education and with what is exposed in the guidelines of the Municipal Education Plan, of the Ministry of Education.