ANALYSING THE CURRICULUM OF RURAL SCHOOLS: PROPOSAL AND CONCEPT OF EDUCATION IN AND OF THE COUNTRYSIDE - IN A MUNICIPALITY (IN) THE STATE (OF) CEARÁ

Abstract

The aim of this article is to present how the curriculum of rural schools in a municipality in the state of Ceará has been constructed. In this sense, it presents a small selection of the theories that have underpinned and have been underpinning the construction of this curriculum, sharing, in particular, the ideas of authors such as: Caldart (2002), Lima (2013), Veiga (1995), Santos (2009), Pimentel (2007), BRASIL (2006), among others. The aim of this work is to present how the curriculum has been implemented and constructed from the learners' point of view. In the meantime, the methodology is eminently bibliographical and has a qualitative approach. The results show that an in-depth study has revealed that the teachers in these rural schools have been putting their footprints on the curriculum over the years, and that it is of great relevance and, in turn, is polished by an effective policy that requires valuing the culture of the different rural communities. We can therefore conclude that there is plausible evidence for a more effective construction of a curriculum that responds to their interests without any form of discrimination or undue emphasis on their specificities, i.e. for this target audience: rural schools.