Educação do Campo, currículo e território

Abstract

This work aims to debate how the concept of territory appears in the Operational Guidelines for Basic Education in Rural Schools. For its realization, a literature review was carried out on the main questions that permeate the curriculum and Rural Education (EdoC), as both are the stage for power struggles. EdoC is a concept in movement and its conceptual discussion also participates in this movement of reality, demanding that it be thought/worked always in the triad: Field – Public Policy – Education. Therefore, it was born from the mobilization of social movements for the implementation of education for peasant communities in the fight against the loss of their identity and territory. When trying to understand the relationships that take place in the geographic space through the perspectives of territory, it is clear that its matrix is found in the relationship between man and the land, that is, with his lived space and the relationships he built there. In this perception, the concept is formed by different cultural, material, historical, social and natural meanings, that is, the territory is conceived through social relations both in the symbolic sense and in power relations, forming in the consolidation of social relations. It is hoped with this, to demonstrate the need for the existence of a curriculum capable of considering the subjects in the process of subalternization, removing the Eurocentric content and the perspectives told by the bias of the colonizer or the conservative class. Through the Pedagogy of the Movement, it will be possible to think of new forms of society, work and the future through collective subjects who are freed from oppression and find in themselves the true purpose of the struggle for an education for the countryside. The contributions of different pedagogies throughout history made it possible for the movement to think about historicity, since the “field” territory is conceived through distinct and complex relationships throughout history. Therefore, it is also necessary to present critical interculturality as a dialogue between territorialities as an anti-hegemonic tool that can contribute to making debates more asymmetrical, seeking to strengthen social movements and rural dwellers. Thus, affirming the territory both in the guidelines and in the EdoC becomes increasingly essential in the current context, as it is expected that rural students can have access to the school and education that is their right.