Modo de vida rural e currículo em escolas urbanas: estudo de caso em uma escola da cidade de Guaçuí-ES
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Data
2025-08-22
Autores
Oliveira, Pamela Pedroti Spala
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Universidade Federal do Espírito Santo
Resumo
The appreciation of the countryside and the way of life of rural communities reflects the need to integrate content related to rurality into the school environment. This is not merely a matter of contextualization, but of mediating the world for the construction of knowledge; therefore, rurality should be present in the dialogue between educators and students. In this context, the present research was conducted with the purpose of understanding how the presence or absence of rural ways of life in the curricular components of an urban school in Guaçuí-ES impacts students’ and teachers’ understanding of rural life and rural worlds. To this end, we identified how rural ways of life are manifested in the curricular components of the investigated urban school, investigated students’ and teachers’ perceptions of the rural world, identifying understandings, values, lack of knowledge, and possible stereotypes, and examined the challenges faced by teachers in including and valuing rural ways of life in their educational practices. Data were collected through focus groups with students living in rural areas but enrolled in an urban school, interviews with the teachers of this institution, and a documentary analysis of the Espírito Santo curriculum and the Institutional Development Plan of a state school located in Guaçuí. Based on the collected data, the research revealed that, although there are occasional references to the rural context in institutional documents, these references are limited and poorly articulated with everyday pedagogical practices. This fragmented presence contributes to the symbolic devaluation of the rural in the school environment and hinders its effective integration into the curriculum. Consequently, many students do not see themselves represented in school content, while teachers face challenges in addressing rural realities in a meaningful way. Thus, the study reinforces the need for a curriculum that is more contextualized and sensitive to multiple territorialities, capable of recognizing rural life as a legitimate part of students’ education.
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Inclusão curricular , Diversidade , Valorização cultural , Curricular inclusion , Diversity , Cultural appreciation