Resumo

BRESOLIN, Paoline; BUKOWSKI, Chaiane  e  SILVA, Roberto Rafael Dias da. Curricular policies for Secondary Education in rural schools in Brazil. Roteiro. UNOESC [online]. 2018, vol.43, n.2, pp.755-780. ISSN 2177-6059.  https://doi.org/10.18593/r.v43i2.15145.

This study addresses an empirical reflection on the legal guidelines and educational proposals for Secondary Education in Rural Areas, considering public policies that are part of the current governmental context. It seeks to list as an analytical focus of the research the theories on the formation of school knowledge in that stage of basic education. Based on the current dimensions that have characterized Secondary Education regarding Rural Education, we compose a diagnosis on the principles and foundations that guide the pedagogical process and lead the school system in the context in question. To that end, we decided to describe, examine and discuss the concepts of school knowledge in documents of national character, in order to determine the meanings and trends that influence the course of curriculum decision-making in schools. This investigation has revealed that, even considering the advances that have promoted improvements in Secondary Education in Rural Areas, strategies for education democratization and qualification are limited and insufficient, since the theorizing of Curriculum Studies points towards an education committed to school knowledge and the consequent possibility of students intervening in the world in a skilled and critical manner.

Palavras-chave : Secondary Education curriculum; Education in Rural Areas; School knowledge..

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