Uma luta local pela educação do/no campo : construção curricular atravessada pela pandemia

Abstract

The objective of the present dissertation is to understand the process of building a curriculum policy in high school education in/in the countryside (EMC), in its implications with the pandemic, from the perspective of students and their families. In this sense, we aim to answer the following research question: what are the possibilities of carrying out an education of/in the countryside (CE) considering a pandemic condition? For this purpose, we chose as object of study the attached rooms within the field of education modality of the Escola Estadual Padre José Maria do Sacramento, located in the municipality of Nova Brasilândia-MT. The temporality of the research crosses a historical-cultural journey of struggle for the right to education, focusing on the years 2020/2021. In this one, the curriculum was presented with non-face-to-face classes and, after comings and goings, it returned to the face-toface format, while maintaining the non-face-to-face format in parallel, transforming students' homes into classrooms. We aimed to understand the process of building a curriculum policy in high school education in the countryside (EMC), in its implications with the pandemic, from the perspective of students and their families. As a method for analyzing curriculum policy from the perspective of difference, we chose the Policy Cycle, analyzing the texts produced in the arena of different influences and their practice contextualized in the transcripts of interviews with our protagonists, through a non-linear format. Understanding the data leads us to a path of historical construction with local struggles for the right to CE and with actions/training promoted by professionals who depend on it for their livelihood. In a state that violates the cultures of peasant peoples, imposing a national policy that obliterates identities in favor of the nation, our protagonists did not place themselves, but were placed outside this curricular construction. Advances were identified in the movements of resignification and (re)existence of this community, where students create and (re)create practices based on physical, material and immaterial conditions arising from their legal guardians. Based on the digital culture of these peasant peoples, new identities are being created through cultural practices, while these elect what was worth and what was not worth within the curriculum policy of the pandemic period, with those that were worth being enhanced, these can leave towards construction of new hegemonies originated in the enunciation of the peoples of CE.