A educação do campo e a base nacional comum curricular: limites e desafios

Abstract

This research has as main purpose to comprehend the path of Rural Education and its possible interfaces in relation to the Brazilian new curricular standards – known as Base Nacional Comum Curricular (BNCC). We have noticed the need of understanding this movement, as well as the context of creation of the BNCC, so our main intention is to analyze if the assumptions of the Rural Education are covered by the proposals in the BNCC. This perspective presents as specific objective the analysis on the assumptions of Rural Education and theoretical sources of the BNCC. In this research we investigate the intentions behind the BNCC through bibliographic research, highlighting, even though the importance of its existence, that it is open to complementation based on the reality of each school, pointing out, then, to the freedom the institutions must have in order to build their own curriculum, since each reality is unique and must be taken into account. The methodology of the research is theoretical, bibliographic and documental, being taken as fundamental the analyzes of the proposals of Rural Education and the BNCC. In the first section, a reflexive process will be made, which will briefly present a historical process, starting in 1960. The second section brings up new elements to the research, in an attempt to understand the formation of the Brazilian BNCC, a document made in three versions. This same section processes the essential knowledges organized by educational levels, such as preschool, elementary, middle and high school, all related to education and the abilities to be developed by the students. The last section has as main focus further investigation about the conflicts between BNCC and Rural Education in relation to the proposal of basic education in the countryside. Finally, it is possible to understand that the educational policies have been built in advances and setbacks, since articulation and resistance are needed in this context because fighting is fundamental to the maintenance of rights in Rural Education.