O currículo da escola família agrícola de Olivânia como resistência e contra-hegemonia e inspiração para currículos em escolas urbanas
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Data
2026-02-10
Autores
Lara, Andrey Rech de
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Universidade Federal do Espírito Santo
Resumo
This study investigates the curriculum and/or Training Plan of the Escola Família Agrícola (EFA) of Olivânia, located in the municipality of Anchieta-ES, Brazil, and organized according to the Pedagogy of Alternation (PA). The research adopts a qualitative approach grounded in the Historical-Dialectical Materialist methodology of Marx and Engels (2009) and Gramsci (1975, 2007), focusing on the observation of the class struggle present in curricular disputes within education. The study included bibliographic and documentary analysis of the legislation related to Rural Education and the Training Plan of the EFA of Olivânia as spaces of resistance to the hegemonic state curriculum, supported by Marxist references and by Saviani’s Historical-Critical Pedagogy (2005, 2015) and Duarte (2016, 2022). We highlight the specificity of the PA regarding its historical origin and its Didactic-Pedagogical Mediations (DPM), based on the works of Granereau (2023), Nosella (2014), Gerke de Jesus (2011, 2018), Caliari (2013), Benísio (2018), Begnami (2019), and Gerke (2023). Thus, the central objective of this research is to analyze which peasant knowledge and practices are present in the Training Plan of the EFA of Olivânia and how they may contribute to the organization of structured in urban schools from a counter-hegemonic perspective. The study includes a literature review on PA and its relationship with Rural Education as a process of resistance and a counterpoint to the market-oriented teaching present in some urban schools, as well as an empirical analysis based on participant observation and focus group organized through a semi-structured script and emphasized the experiences, objectives, and aspirations of students and education professionals. The results indicate that PA favors a collectively constructed curriculum that integrates community, family, and work-related knowledge with the systematized knowledge present in the Brazilian National Common Curricular Base and contributes to the organization of the DPM that make a difference in the formative process. In this sense, the link between theory and practice such as agricultural techniques, production systems, animal husbandry, knowledge about climate, among others can also contribute to urban realities, creating connections between the school and the subjects involved in the educational process.
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Palavras-chave
Educação do campo , Currículo , Plano de formação , Pedagogia da alternância , Escolas família agrícola , Rural education , Training plan , Pedagogy of alternation , Agricultural family schools