Práticas curriculares na atuação docente em escolas do campo.

Abstract

This work analyzes curricular practices in rural school teaching, highlighting their relevance in light of historical inequalities and the need for contextualized education that values peasant knowledge, cultures, and identities. The study is justified by the urgent need to overcome the educational marginalization of rural populations and develop critical and transformative pedagogical proposals. Its overall objective is to analyze how curricular practices can be implemented by teachers, considering the cultural and socioeconomic specificities of rural students, in order to contribute to a meaningful and socially engaged education. Based on a qualitative, exploratory, and bibliographical approach, the work engages with authors such as Paulo Freire (1996), Arroyo (1999), Caldart (2002), Frigotto (2001), and Gadotti (2000), who advocate for a liberating and dialogical educational practice. The results indicate that the curriculum, when developed in dialogue with the community, becomes a space for resistance, cultural appreciation, and social emancipation, although challenges related to public policies, infrastructure, and teacher training persist.