The Curriculum for Rural Education: Theoretical and Normative Insights

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DOI:

https://doi.org/10.35819/tear.v13.n1.a7182

Abstract

Rural Education was born from social movements opposed to the market and urban-centric education imposed on the peoples of the forests, rivers, quilombos, and settlements of the Agrarian Reform. An education project is demanded that integrates and values the knowledge and experiences of these multiple subjects that resonate in the rigidity of the normative curriculum. This study is an excerpt from an ongoing master’s research project at the Graduate Program in Curriculum and Management of the Basic School at the Federal University of Pará whose focus is the curriculum of/for rural education implemented by the EMEF of Cururu located in the municipality of Salvaterra/PA. In this text, we present a bibliographic and documentary survey whose objective is to identify what guidelines theorists who focus on the study of Rural Education and the current Brazilian educational legislation offers regarding the construction of the curriculum of/for rural schools. To this end, we used documentary research as a methodological tool. We conclude that Rural Education, in the context of the discussion of documents and authors, brings to the debate the uniqueness of the countryside, its own forms of organization, its culture, traditions and relations established with the territory. These are singularities that cross the prescribed curriculum and compete for space in the real curriculum. In this relationship, the actual role of the curriculum in social transformation, in the construction of identity and in the formation of the student as a subject is claimed.

Keywords: Rural Education. Curriculum. Documentary Research.

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Author Biographies

  • Cintia Wanily Oliveira Mendes Santana, Universidade Federal do Pará

    Higher education in Pedagogy from the Federal University of Pará, from the Institute of Educational Sciences - UFPA/ICED. Specialized in Basic Education Curriculum from the Center for Transdisciplinary Studies in Basic Education - NEB/UFPA. He has technical training in the Early Childhood Education stage by the Department of Basic Education - MEC. He has research experience in the area of Education, with an emphasis on Curriculum, working mainly on the following themes: Basic Education Curriculum, Curriculum Policies for Basic Education, Curriculum for Early Childhood Education, diversity, Rural Education, Teacher Training, Ethics and Education. Develops research activities within the GPFEE/UFPA/ICED Philosophy, Ethics and Education Research group. He served as a teaching initiation scholarship through the Pedagogical Residency program - CAPES/UFPA/ICED. She is employed at the Municipal Department of Education of Salvaterra, working as an educational technician. She works as deputy coordinator of the Salvaterra Municipal Education Forum. She is currently studying a Master's degree in Curriculum through the Postgraduate Program in Curriculum and Basic School Management at the Center for Transdisciplinary Studies in Basic Education-NEB / UFPA.

  • Genylton Odilon Rêgo da Rocha, Universidade Federal do Pará

    Graduated in Geography (Bachelor and Degree) and Pedagogy (Full Degree) from the Federal University of Pará. Master in Education (Curriculum) from the Pontifical Catholic University of São Paulo (1996) and PhD in Geography (Physical Geography) from the University of São Paulo ( 2001). He completed a post-doctoral internship at the Institut National de Recherche Pédagogique in France (INRP), developing research activities at the Service d'Histoire de l'Education, from November 2006 to December 2007. Full Professor at the Federal University of Pará , carrying out activities in the Postgraduate Program in Curriculum and Management of Basic Schools (Master's) and in the Postgraduate Program in Education in the Amazon (Doctorate). He is General Director of the Center for Transdisciplinary Studies in Basic Education at UFPA; SBPC Regional Secretary (2017-2019 and 2019-2021); Member of the Historical and Geographic Institute of Pará (IHGP); member of the Justice and Peace Commission (CNBB Norte II); He was a Tutor at the PET Interdisciplinary Conexões de Saberes Group, at UFPA; Secretary of the Dom Azcona Institute for Human Rights.

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Published

2024-07-09

Issue

Vol. 13 No. 1 (2024): RETROSPECTIVE, CHALLENGES, AND PERSPECTIVES FOR BASIC EDUCATION IN BRAZIL

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Dossier

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How to Cite

The Curriculum for Rural Education: Theoretical and Normative Insights. #Tear: Journal of Education, Science and Technology, Canoas, v. 13, n. 1, 2024. DOI: 10.35819/tear.v13.n1.a7182. Disponível em: https://periodicos.ifrs.edu.br/index.php/tear/article/view/7182. Acesso em: 9 jun. 2026.