A Educação do Campo e o Documento Curricular para Goiás Ampliado –Anos Finais do Ensino Fundamental: Uma Análise da Organização Curricular no Município de Itaberaí (2014 – 2024)

Abstract

This research investigated the Extended Curricular Document for Goiás Volume III – Upper Elementary School Years (DC-GO Extended Vol. III) and the possibilities that associate it with changes in the curricular identity of a rural school in Itaberaí, Goiás, considering the phenomenon of school reorganization. The research was guided by the central question: is a state public school located in rural areas, which does not adopt the Pedagogy of Alternation in favor of a unified curricular proposal, subject to the pedagogical mischaracterization of Rural Education and school reorganization? The general objective was to analyze the possibilities that associate the curricular identity of a rural school, through a unified proposal in the State Education Network of Goiás, with the phenomenon of school reorganization, especially related to the closure of rural schools. Specifically, we sought to: present the history of rural education and the expression rural education; understand curriculum theories, especially post-critical theory, which aligns with the analyzed curricular proposal; and analyze, based on documents, phenomena related to the unified curricular proposal and materialized in that document, correlating the obtained data with the curricular identity process and the possibilities of school reorganization. The methodological approach was organized based on a qualitative perspective, with authors such as Caldart et al. (2012), Arroyo and Molina (2014) in the field of Rural Education, and Silva (2021) in the reflection on the idea of curriculum from the post-critical theory perspective being consulted.