EDUCAÇÃO DIFERENCIADA NAS ESCOLAS DO CAMPO: O CURRÍCULO E O PROJETO PEDAGÓGICO EM DEBATE

Abstract

The curricular organization and the pedagogical project are discussed as a strategy for the concreteness of a differentiated education in rural schools. We investigated how the rural school can organize its practices from the pedagogical project in the perspective of differentiated education with the intention of meeting the real educational, sociocultural and identity needs of studants in the countryside? How and teachers think about curricular actions that can have an impact on improving the quality of education offered in rural schools? It aims to identify how the curriculum based on respect for diversity can support the production of a pedagogical project as the central axis of differentiated educational practices in rural schools in the Municipality of Gurupá, State of Pará. The research approach is qualitative and was supported by experiences in schools and dialogues with head teachers of rural schools during the supervision activities of Supervised Internships I and IIV of the Rural Education Degree Course. In the reflections elaborated, we highlight the pedagogical project as an identity document for rural schools that needs to be better discussed in the collective of rural communities in Gurupá-PA; regarding the perceptions of education professionals, the necessary relationship they establish between the pedagogical project and the quality of teaching was notorious, as they understand that it is indispensable in the organization of educational actions based on the peasant reality, in order to embody the directions for education of the countryside that forms the value of the subject of the countryside, its traditional knowledge and its place as an educational territory.