PEASANT EDUCATION: CURRICULUM, IDENTITY AND CULTURAL DIVERSITY OF THE OZIEL ALVES MUNICIPAL SCHOOL OF AÇAILÂNDIA/MA

Abstract

This article aims to analyze if the curriculum offered by Oziel Alves Municipal School, a rural school in Açailândia / MA, attends to the the characteristics of rural life and contemplates the social curriculum of the community in which the students are inserted. The educational curriculum is understood as the set of intentions that permeates the entire school environment, as well as its interactions with the surrounding community. However, it is questioned whether it is possible to offer an educational curriculum for a peasant school, articulating it to students' lives in a way that reaffirms their identities and cultural differences. As a methodological procedure, the qualitative research was chosen because it is not concerned with numerical representation, but with the deepening of the understanding of a social group or an organization. In the data analysis, we opted for the discourse analysis based on Michel Foucault, considering that his concerns problematize the discursive practices implied in the power relations established in society. The research at Oziel Alves Municipal School found that the performance of professionals who attended a degree in Rural Education provide students with pedagogical practices that value the local culture, through which peasant knowledge is incorporated into the school curriculum in an integrated manner.