Abstract

RAMOS, Jéssica Rochelly da Silva  and  CUNHA, Kátia Silva. CURRICULUM POLICIES FOR RURAL EDUCATION: HOW ARE INVESTMENTS MADE?. Revista Teias [online]. 2018, vol.19, n.55, pp.142-160.  Epub Feb 17, 2020. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.37413.

This article discusses the discursive contexts that guide curriculum policies for Rural Education in the municipality of Brejo da Madre de Deus - PE. Based on Laclau and Mouffe (2015), we analyze the directions of policies, curricula, Rural Education, in teacher’s discourses, seeking to understand what are the inventions and / or investments that the teachers make from the processes of translations of the policies. For this purpose, interviews were conducted with teachers from three schools, in order to understand the directions in the negotiations and in the processes of translation of policies in the context of practice. The results show that the directions of the Rural Education are established based on the demands and the radical investments that the teachers make in the disputes for hegemonies in the curricula of the rural schools.

Keywords : Curriculum Policies; Rural Education; Discourse.

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