Curriculum production in a country school: an analysis on inclusion

• Autor(a) principal: Lima, Tânia Maria de
• Data de Publicação: 2021
• Outros Autores: Dormevil, Mariana Rodrigues Athayde
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/23867
• topic: Políticas curriculares; Educação do campo; Inclusão; Políticas curriculares; Educación rural; Inclusión; Curriculum policies; Country education; Inclusion

This article calls into question issues related to the curricular experiences of a country school located in a settlement in Nobres, Mato Grosso, Brazil. The scope is to analyze curricular propositions that seek to articulate local demands and knowledge with orientations expressed in the National Curriculum Common Core, in times of crisis in science. It is given centrality to the challenges of the inclusion of country students in a context marked by curricular policies that establish generalized standards of knowledge, skills and evaluation, in the name of the quality of teaching. Theoretical support is sought in cultural studies to analyze data extracted from documents and narratives of teachers that school surveyed. It is argued in favor of curricular production methodologies that respect differences as a way to ensure the feeling of belonging to an educational institution attentive to the singularities of its own space.