Re-signifying the Curriculum in Rural Schools based on knowledge in Local Contexts
Field Education. Curriculum. Local Context. Formator Experiences. (Auto) biographical research.
After considering that the Curriculum in Field Education requires resignifications that involve the interests and perspectives of the peasant people, the research entitled Resignify the Curriculum in a Field School from Knowledge in Local Contexts objectively understand how knowledge in local contexts can contribute to the resignification of the curriculum in a field school. We use the qualitative methodology through the (auto)biographical and life histories as well as oral history recorded through narrative interviews and conversation wheel with the research participants. To this do so, the bibliographic is based on the concepts of Field Education based on Arroyo, Caldart and Molina (2011); Curriculum for the ideas of Sacristán (2017) and Arroyo (2013); Banking Education and Liberating Education in the light of Freire (2020a; 2020b); Individual and Collective Memory in Halbwachs (1990); Memory and Identity in Pollak (1992); and the of Experience Pointed out by Larrosa (2002), Josso (2004) and Tardif (2014). The results validate the importance of culture in the school curriculum for the strengthening and emancipation of students and subjects living in the Barra de Santana community. In this way, the study evidences elements that will contribute to the review of the Political-Pedagogical Project and the resignification of the curriculum in order to constitute the school identity of the Janúncio Afonso State School located in the Rural Zone of the Municipality of Jucurutu-RN.