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.
