Resumo

RAMOS, Jéssica Rochelly da Silva  e  CUNHA, Kátia Silva. RURAL EDUCATION AS A CURRICULUM POLICY IN "AMAZONIA”: territories, insurgencies and re(stocks). Revista Teias [online]. 2020, vol.21, n.61, pp.183-200.  Epub 08-Jun-2020. ISSN 1982-0305.  https://doi.org/10.12957/teias.2020.49776.

This article presents rural education as a curricular policy in the "Amazonias”, discussing Rural Education not only as a territory that ends in the country's geography, in the "Amazonias” because it is an analogy to a complex field, hybrid, conflicted and with demands and disputes constantly at stake. We aim to understand what are the bets and investments that teachers make in the processes of translating and producing contextual policies of rural education in times of curricular centralization. Based on Laclau and Mouffe (2015), we analyze the meanings of policies, of curricula, of Rural Education, current curriculum policies, their territories, conflicts and their ways of re (existing) the attempt to centralize curricula expressed by a Common National Curriculum Base (CNCB). Our results show that, quality speeches support a universal base, CNCB, the latter intends on the demarcation of a limited space for the manifestation of differences in the curricula and policies of rural schools. We concluded that, although curriculum centralization prevails in current curriculum policies, rural education, when thought allusively to "Amazonias”, the conflicting field and tensions in which it is inserted are rethought, the historical and political sense of construction of this term demands recognition of the difference in policies, in the curricula. Therefore, we currently bet on translation and contextual production of curricula and policy for rural education, constituted from demands and radical investments that teachers intend, move, re (exist) and defend in the daily life of rural schools.

Palavras-chave : rural education; curriculum policy; difference.

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