CURRÍCULO E CONHECIMENTOS CIENTÍFICOS NAS LICENCIATURAS PARA AS ESCOLAS DO/NO CAMPO

Abstract

This study is part of the Research Program of the Observatory of School Culture (OCE), which uses curricular documents produced for formal and non-formal education as sources and objects of study. In this context, we analyzed a set of nine theoretical/normative texts/documents that support the construction of curricular proposals for Rural Education, with the aim of identifying and analyzing what is prescribed/proposed as the specialized knowledge of/for rural dwellers. This gives rise to the prospect of problematizing the direction taken by rural education, identifying which aspects are proposed for undergraduate courses in rural education in order to attend to specificities/differences. At the same time, to observe the relationships established between elaborated and everyday knowledge, in the process of selecting, organizing and distributing knowledge. To this end, we hypothesize that, in rural education, specialized knowledge is outlined in the sources and objects investigated here, circumscribed to a "projected" reading of rural reality, in which the issue of knowledge is dealt with under a pole of tension in the official normative/curricular texts/documents aimed at rural education. These analyses and debates are anchored in the Critical Theory of the Curriculum, which informs us that the organization of knowledge is not neutral, but imbued with intentions that need to be unveiled. In this exercise, we learned that the DTs that support the pedagogical/curricular proposals of/for rural education favor knowledge that is close to the students' reality. And, given this, the question remains as to whether this overemphasis on reality, on the everyday and immediate, leads to mistakes in the development of specific curricula for rural populations.