Curricular policies for countryside education: an analysis from education theories

Abstract

This study analyzes the connection between theories of education and the curricular policies of rural education, adopting historical-dialectical materialism as the methodological basis for a qualitative study. The analysis is based on authors such as Marx, Engels, Hegel, Gramsci and Bernard Charlot, who offer a critical perspective on the school curriculum. The research highlights the need for an education that respects the socio-cultural and economic specificities of peasants, promoting social transformation.  The pedagogical approaches - Traditional Pedagogy, Liberating Pedagogy, Technicist Pedagogy, Social-Critical Pedagogy, Historical-Critical Pedagogy, New School Pedagogy and Constructivist Pedagogy - reflect the complexity of the educational field and offer different perspectives on teaching and learning. Based on the thinking of Marx and Engels, Rural Education is presented as a tool for raising critical awareness, tackling structural inequalities and promoting an understanding of the material conditions of life and the class struggle.  Hegel contributes by arguing that education should be a dialectical process, enabling the formation of a new subjectivity in rural subjects. Gramsci emphasizes the role of organic intellectuals, from the lower classes, in organizing and raising awareness in communities, valuing their experiences. Bernard Charlot emphasizes the importance of a curriculum that dialogues with students' experiences and aspirations, generating meaningful learning.  In this sense, rural education curriculum policies should integrate these theories, promoting an emancipatory education that values the knowledge and practices of rural populations, contributing to their social and economic emancipation.