Políticas curriculares para educação do campo: um olhar sobre a rede municipal de ensino de Cachoeira do Sul

Abstract

This dissertation, from the research line Policies and Management of Basic Education - LP1, of the Professional Master's Degree in Public Policy and Educational Management, of the Graduate Program in Public Policy and Educational Management, of the Federal University of Santa Maria (UFSM), addresses the issue of Curriculum Policies for Field Education. The general objective is to understand the implications of the national curricular policies for rural education in the municipal schools of Cachoeira do Sul that offer the final years of elementary school. As specific objectives it prioritizes: to recognize how the rural schools of the Municipal Network of Cachoeira do Sul insert the curricular policies of Field Education in their teaching practices; to investigate the existence and influence of the Pedagogy of Alternating Cycle in the school practices of the final years in the rural schools of the Municipal Network of Cachoeira do Sul and; to identify how the educators of the final years of the rural schools of the Municipal Network of Cachoeira do Sul mobilize the knowledge of the curriculum in relation to the 2030 Agenda. It consists of a qualitative research approach, of the case study type, according to Yin (2002) and Gil (2008), which used the following instruments: questionnaires and interviews, as well as document analysis. The theoretical framework is organized based on authors who deal with this theme, such as Caldart (2008), Arroyo (2012), Molina (2012), Silva (2005), Lopes and Macedo (2011) and Gimeno Sacristán (2020). The constructed data were analyzed through the methodology of Textual Discourse Analysis, according to Moraes and Galiazzi (2020), from the processes of deconstruction, unitarization and categorization. The idealized educational product is the writing of a draft bill for the Commission for the Development of Field Education (COMDECampo) to become a permanent public policy. The results of the research pointed to a predominant distancing of the national curricular policies of Field Education in relation to the daily school life of the investigated scenario, whose curricula and school documents have, in their majority, an urban-centric orientation; low adherence to the practices derived from the Pedagogy of Alternating Cycle and; reduced presence of the related concepts disseminated by the Agenda 2030 in the curricular texts and practices.