Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e10822
Tocantinópolis/Brasil
v. 6
e10822
10.20873/uft.rbec.e10822
2021
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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The pedagogical proposal for Rural Education in the state
of Pernambuco: dialogues between Rural Education,
integrated curriculum and interdisciplinarity
Odair França de Carvalho
1
, Josenilde Lima dos Santos
2
1
Universidade de Pernambuco - UPE. Colegiado de Pedagogia, Campus Petrolina. Rodovia BR 203, Km 2 s/n - Vila Eduardo,
Petrolina - PE. Brasil.
2
Secretaria de Educação e Esportes de Pernambuco - SEE/PE.
Author for correspondence: odair.carvalho@upe.br
ABSTRACT. Rural education, as an educational theory and
practice, has a history marked by compensatory, discontinuous
policies and with a developmentalist bias without commitment
to the provision of social quality education. The reflections
presented here are the result of a Master's research and reflect on
the pedagogical praxis of educators from a rural school, based
on the concepts of integrated curriculum and interdisciplinarity
in a school unit of the state public system, in the city of
Petrolina-PE. The research was anchored in the qualitative
approach, through descriptive and exploratory research, with
bibliographic review, document analysis, followed by
observation, questionnaires and interviews. Data analysis was
based on the understanding of Content Analysis, according to
Bardin (2009). We conclude that the investigated praxis is based
on the pedagogical proposal of Education of the Countryside of
the State of Pernambuco, whose principles are based on the
concept of integrated curriculum and interdisciplinarity, in the
experience of collective planning and recognition of the school
context, as articulating elements of the theory relationship,
teaching and community practice. However, it presents a
superficial understanding as to the understanding of the
interdisciplinary movement in practice, in addition to the
necessary investment in strengthening the individual and
collective training process.
Keywords: rural education, integrated curriculum,
interdisciplinarity.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
e10822
10.20873/uft.rbec.e10822
2021
ISSN: 2525-4863
2
A proposta pedagógica de Educação do Campo no estado
de Pernambuco: diálogos entre Educação do Campo,
currículo integrado e interdisciplinaridade
RESUMO. A educação no campo, enquanto teoria e prática
educativa tem uma história marcada por políticas
compensatórias, descontínuas e com o viés desenvolvimentista
sem compromisso com a oferta de uma educação de qualidade
social. As reflexões aqui apresentadas são frutos de uma
pesquisa de Mestrado e refletem acerca da práxis pedagógica
dos/as educadores/as de uma escola do campo, a partir dos
conceitos de currículo integrado e interdisciplinaridade em uma
unidade escolar da rede pública estadual, da cidade de Petrolina-
PE. A pesquisa se ancorou na abordagem qualitativa, através de
pesquisa descritiva e exploratória, com realização de revisão
bibliográfica, análise documental, seguida de observação,
aplicação de questionários e realização de entrevistas. A análise
de dados teve como base a compreensão da Análise de
Conteúdos, segundo Bardin (2009). Concluímos que a práxis
investigada está fundamentada na proposta pedagógica de
Educação do Campo do Estado de Pernambuco, cujos princípios
encontram-se alicerçados na concepção de currículo integrado e
interdisciplinaridade, na vivência do planejamento coletivo e
reconhecimento do contexto escolar, enquanto elementos
articuladores da relação teoria, prática de ensino e comunidade.
Todavia, apresenta uma compreensão superficial quanto ao
entendimento do movimento interdisciplinar na prática, além do
necessário investimento no fortalecimento do processo
formativo individual e coletivo.
Palavras-chave: educação do campo, currículo integrado,
interdisciplinaridade.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
e10822
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2021
ISSN: 2525-4863
3
La propuesta pedagógica para la Educación de Campo en
el estado de Pernambuco: diálogos entre Educación de
Campo, currículo integrado y interdisciplinaridad
RESUMEN. La educación en el campo, como teoría y práctica
educativa, tiene una historia marcada por políticas
compensatorias, discontinuas y con un sesgo desarrollista sin
compromiso con la provisión de una educación social de
calidad. Las reflexiones aquí presentadas son el resultado de una
investigación de Maestría y reflexionan sobre la praxis
pedagógica de los educadores de una escuela rural, basada en los
conceptos de currículo integrado e interdisciplinariedad en una
escuela pública en la red pública estatal de la ciudad de Petrolina
- PE. La investigación se ancló en el enfoque cualitativo, a
través de la investigación descriptiva y exploratoria, con
revisión bibliográfica, análisis de documentos, seguida de
observación, cuestionarios y entrevistas. El análisis de los datos
se basó en la comprensión del Análisis de Contenido, según
Bardin (2009). Concluimos que la praxis investigada se
fundamenta en la propuesta pedagógica de Educación del
Campo del Estado de Pernambuco, cuyos principios se
fundamentan en el concepto de currículo integrado e
interdisciplinariedad, en la experiencia de planificación
colectiva y reconocimiento del contexto escolar, como
elementos que articulan la teoría, la docencia y la práctica
comunitaria. Sin embargo, presenta una comprensión superficial
en cuanto a la comprensión del movimiento interdisciplinario en
la práctica, además de la necesaria inversión en el
fortalecimiento del proceso de formación individual y colectiva.
Palabras clave: educación rural, currículo integrado,
interdisciplinariedad.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
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2021
ISSN: 2525-4863
4
Introduction
A rooster alone does not weave one morning:
it will always need other roosters
One that catches the scream that it
and throws it to another; of another rooster
that catches the scfream that a rooster before
threw and tossed it to another;
(Melo Neto, 1966)
The poem Weaving the Morning, by
João Cabral de Melo Neto, brings to light
the evidence in his verses, the crowing of a
cock alone is not able to bring the light and
break through the darkness, the
representation of individual and collective
dimensions, strength and importance
of collective work, of the necessary call for
other roosters to invoke the morning, in a
gradual and integration process, of calling
and attitude towards the reality that
presents itself.
It brings us to even think
that, breaking the dawn is not an individual
or solitary work requires other subjects,
other corners, whose completeness is
established through the voice, the presence,
the attitude to be a voice to break with
reality and building a new dawn, in
addition to highlighting the importance of
maintaining community interpersonal
relationships. Thus, we infer that human
conquests are established based on the
relationships between subjects, practices,
contexts and needs, mediated by the
dialogicity that allows the process of
creation and recreation (Freire, 1987).
Young and old, from the countryside
or the city, have attempted to overcome
difficulties and overcome challenges of
social, cultural, economic, among others,
and build new realities for the exercise of
citizenship , powered by the collective
strength of the dialogic process
associative. They live plural experiences
which require a different attitude towards
knowledge, methodological adequacy, in
short, a pedagogical praxis that considers
the contexts and subjects in the stage of
life in which they find themselves. As
stated by Arroyo (2006 , p. 23 ), “they are
young people and adults who have a very
specific trajectory, who experience
situations of oppression, exclusion,
marginalization, condemned to survival,
who seek horizons of freedom and
emancipation at work and in education”.
If we observe the trajectory of
constitution of policies for this part of the
population, we realize that the world of
work and economic relations have always
guided their paths and choices, whose
ways of being and living have been / are
made invisible, as well as the other rights
that pervade survival needs. Their voices
were quiet for a long time, in the face of
subjugation, lack of access to rights, full
exercise of citizenship, by other subjects
who exercised forms of power. In a way it
is necessary to confront against the
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
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2021
ISSN: 2525-4863
5
wickedness of the neoliberal project that
makes education an ideological instrument.
I do not add my voice to those who
speak in peace, they ask the
oppressed, the ragged of the world,
for their resignation. My voice has a
different semantics, there is another
song. I speak of repetition,
indignation, the “just wrath” of the
betrayed and the deceived. Their
right and their duty to rebel against
the ethical transgressions of which
they are increasingly
suffering (Freire, 2005, p. 101).
In the perspective of full exercise of
the right to citizenship, it is the duty of the
government to provide social quality
education for youth and adults, with
continuity of policies, combat the illiteracy
and in favor of equal social, as it reiterates
the Declaration of Hamburg (1997), result
of the 5th International Conference on
Adult Education (CONFINTEA):
adult education becomes more than a
right: it is the key to the 21st
century; it is both a consequence of
the exercise of citizenship and full
participation in society. Furthermore,
it is a powerful argument in favor of
sustainable ecological development,
democracy, justice, equality between
the genders, socioeconomic and
scientific development, as well as a
fundamental requirement for building
a world where violence gives way to
violenc, dialogue and a culture of
peace based on justice (UNESCO,
1997, p. 1).
The conception and proposal of
education for young people and adults go
beyond what government discourses
establish. We look forward to an education
whose main goal is the
struggle of workers , whether in the
countryside or in the city, to build an
education model that takes into account
their reality and interests, valuing the
different “identity groups”, its production
of existence, culture, needs and actions
as historical subjects.
When looking at the peasant reality,
a space marked by contradictions,
conflicts, denial of rights and
compensatory policies is evidenced, guided
by a capitalist state that guides educational
actions due to economic interests, which in
the name of development offer to rural
areas an education that disregards subjects,
ways of being, needs and practices out of
context with reality.
The people of the countryside fight
for a different school, which recognizes
their social subjects and incorporates them
into the school, valuing their knowledge,
their beliefs , their work and their
culture, allowing these subjects to
intervene and modify social relations of his
group, as defended by Caldart (2003).
This way, this brief dialogical
movement, considering the state system
teaching practices of Pernambuco to the
Education of Young People and Adults
from the Countryside, which establishes
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
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2021
ISSN: 2525-4863
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the integrated curriculum as
methodological axis, we seek , through
research, to reflect on the pedagogical
praxis of the educators at rural schools,
from the concepts of integrated
curriculum and interdisciplinary.
In order to achieve such aim, we had
as locus of the research the state school Dr.
Diego Rego Barros, located in Senator
Nilo Coelho Irrigation Project, in the rural
area of Petrolina-PE. School unity which
asssts regular high school classes, adult
education, in addition to four (04) classes
of the Education of Young People and
Adults from the Countryside and of 06
(six) classes from the Landless
Workers Movement, called Água
Viva. From the group are research
subjects 12 teachers and two pedagogical
coordinators, making a total of 14
(fourteen) research subjects.
The study was guided by the
principles of the qualitative approach, of
the descriptive and exploratory type, and
the data were collected through document
analysis, observation, questionnaires and
interviews. Data analysis was based on the
understanding of Content Analysis,
according to Bardin (2009). In order to
theoretically support the understanding and
discussion about educational praxis
articulated to the intentions of the proposal
of Rural Education and interdisciplinarity,
we take as a main basis the writings
of Caldart (2002 ), (2005), Arroyo (2006),
(2012), Fazenda (2002), Freire (1987),
(2000), Japiassu (1976), (1993), Santomé
(1998), among others.
In this sense, this article consists of
three moments. In the first, we begin the
discussion by presenting the context of
struggles of young people and adults in
Brazil and the transition
from Rural Education to Countryside
Education. In the second, we highlight who
are the subjects of Youth Education in the
Countryside, doings and teacher training in
Education in the Countryside in
Pernambuco. Then, we discuss the research
findings, perceptions, advances and
resistance regarding the integrated
curriculum and interdisciplinarity. Finally,
we present some findings in the research
itinerary.
About rural education for Education
of/in the Countryside: breaking
paradigms
Our excels up historical journey from
the process of Portuguese colonization for
the transmission of knowledge reserved
and monopolized the ruling classes,
whose access to knowledge more
elaborate legitimized the maintenance and
elevation of leadership status and
management of the wealthier class,
whereas, the popular working classes were
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
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2021
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denied access to the same opportunities,
resulting in distancening of the exercise of
power and to citizenship.
Silva (2018) points out that,
the occupation of Brazilian territory
after European colonization instituted
a pattern of political, economic,
administrative and cultural
domination
that territorialized capitalism from a
tripod between 'colonialism' -
concentration of land, exploitation of
labor with the slavery of blacks, the
servitude of the Indians and wages
for the poor whites; 'racism' ––
exploitation of the black as a human
being and denial of all forms of
language and cultural
expressions; and 'patriarchy' - male
and heteronormative supremacy in
social relations, in the sexual division
of labor and in political
participation (p. 3).
To break with this historically
constructed reality of annulment,
invisibility and subjugation, is to break
patterns of domination of centuries of
exploitation of land, labor and
patriarchy. Overcoming colonialism
required and requires to discontinue the
empire of colonialism, slavery and
confronting economic projects to
strengthen capital, which envisioned the
school as part of a totality for specific
purposes.
In this perspective, we observe
that the schooling process in Brazil
demonstrates that, the education system in
the country was sustained for a long time,
by educational actions
for mercantilist purposes, initially with the
indigenous people and, later, with
the blacks, carried out by the Jesuits. The
purpose of educating this portion of the
population was for the aim of meeting the
purposes and needs of the Portuguese
crown and the Catholic Church.
With the expulsion of the Jesuits
from Brazil, in 1759, there was a
disarticulation of the educational system,
thus incurring a break in the structured
educational model. Only almost a century
later, in 1854, did the first night school in
Brazil emerge with the aim of teaching
illiterate workers to read and
write. Fact is that it reveals the inattention
and lack of interest on the part of the State
in offering schooling and overcoming
illiteracy.
The 1824 Constitution was an
important milestone in the field of legal
rights to guarantee primary and free
education for all citizens, however it did
not bring about the necessary
changes. Haddad and Di Pierro (2000)
point out that
the law that was born with the
constitutional rule of 1824, extending
the guarantee of basic schooling for
all, was no more than the legal
intention. The implementation of a
quality school for all has progressed
slowly throughout our history. It is
also true that it has been interpreted
as a right only for children (p. 109).
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
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Still according to Haddad and Di
Pierro (2000), in practice, the 1824
Constitution initiated the discriminatory
and exclusionary process of the adult
population, considering that, during the
Empire period, only a small portion of the
population belonging to the economic elite
had citizenship, which admitted to
administer primary education as a right,
and to vote, excluding blacks, indigenous
people and women.
This situation was also pointed out
by Sanz Fernández (2006), when he stated
that the school has always been focused on
teaching children, adolescents and young
people, and not on adult education. In this
way, evidencing the State's neglect, in
view of the rights of a large part of the
adult population, made invisible by the
process of exclusion in the participation
and effectiveness of public policies.
Over the years, changes in the
concept of education were driven, in view
of the structuring of the urban-industrial
model, with the new configuration in the
accumulation of capital, which required
training and qualification for labor, so that
education was conceived from two
teaching models: city - the technical -
professional and field - rural / agricultural.
This was
a developmental mentality, which
prevented from seeing the school as a
space for the production of knowledge, for
dialogue between subjects, for the
construction of new practices and new
dawns. Without time and without a voice,
the populations of the countryside , the
target of our object of study in this article -
lived for a long time, “sustained” by
projects and educational campaigns that
intended to eliminate illiteracy, considering
that this became a “hindrance” to plans for
economic development in the country, due
to the market impositions that required
more effective actions in order to
instrumentalize the subjects in attendance
to the job market, either in the countryside
or in the city. However, such projects did
not present a real commitment to the social
inclusion of the subjects and disruption of
urban-centered practices.
Although in a situation of submission
and exploitation, it does not mean that
there were no struggles and clashes during
the educational paradigm that supported
educational projects aimed at rural
populations - called Rural Education -, a
term understood here as a historical period
in which educational practices they stood
out for the transmission of knowledge, for
the presence of a society project based on
the latifundia and agribusiness, which
understood the school from the welfare and
social control point of view and
disregarded the reality and needs of the
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
e10822
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2021
ISSN: 2525-4863
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field (Alencar, 2010). Period that lasted
from Brazil-Colony to Brazil-Republic,
until approximately the end of the 20th
century.
During this historic journey, social
struggles were evident and made it
possible to weave many dawns. The main
one, the achievement of Education as a
right for all, made possible by the 1988
Constitution, was fundamental for other
achievements, in view of the fact that it
founded the emergence of Rural Education
as a subjective right, the recognition as a
space that promotes permanence in the
countryside, values work, subject and
culture, considering that the countryside is
defined as more than a non-urban
perimeter, it is a territory of possibilities
that “dynamize the connection of human
beings with the very production of the
conditions of social existence and with the
relations of society human society”
(Parecer CNE / CEB Nº 36/2001).
Although still inspired by the urban
paradigm, rural education was considered a
right that sought to be respected, in view of
its singularities. With the publication of
LDB (9.394 / 1996), other pedagogical
possibilities for Youth and Adult
Education in rural areas were
opened, recognizing sociocultural diversity
and the right to equality and difference,
advocating a basic training that
contemplates the regional and local
specificities, methodologies and
adaptations inherent to the space, in view
of the different subjects it encompasses.
It is, therefore, a paradigm of
education in
construction, which strives for the
emancipation of the subject of the
countryside and for its participation as a
historical subject, in which the rural school
is responsible for conducting pedagogical
works that surpass the classroom as a
unique and central knowledge space and
build strategies beyond the fragmentation
present in most current teaching and
learning processes (Molina & Sá, 2012).
Subjects, doings and teacher training
"... and other roosters with whom many other
roosters cross the threads of their rooster
screams so that the morning, from a fine
canvas, goes weaving between all the
roosters".
(Melo Neto, 1966)
The collective constructions reached
in the countryside through the struggles,
especially of the social movements, made
it possible for several screams to weave
threads of sun in favor of the construction
of a new reality, whose educational
paradigm was understood as a space of
human, social, cultural experiences,
cognitive, political and, above all,
dialogical for and “among all the
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
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2021
ISSN: 2525-4863
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roosters”. The participation of men and
women, peasants, riverside dwellers,
quilombolas, among many other rural
peoples, in the struggles and actions
through social movements brought to light
the need to overcome the Rural Education
paradigm and underpinned the emergence
of Rural Education, envisaging the
construction of an education based on the
principles and values of the peasants and
committed to social transformation.
An education whose defended
educational roots are present in Socialist
Pedagogy, Popular Education, Movement
Pedagogy and Alternation Pedagogy. Also
based on Popular Education, the
pedagogical proposals designed for Rural
Education are endorsed as enabling the
construction of knowledge based on
reality, in the material production of
human existence, so that the principle of
participation of all subjects is established
as a methodology involved in the act of
learning, dialogicity being an essential
element in the process of construction and
(re) construction of knowledge.
The pedagogical praxis considers
beyond the knowledge of reality, the need
to insert itself critically in it, so that it is
possible to act, transform it from the
reflection and action of men, after all,
education is a collective act, mediated by
the world (Freire, 1987). Therefore,
Countryside Education aims to establish
the links between knowledge and the social
context of which it is part, in addition to
excelling in the dialogical construction of
knowledge by and for workers in the
countryside, through pedagogies that
provide more meaningful practices and
emancipatory, with social commitment,
considering that in the school context
the school often works with
fragmented content, loose ideas,
unrelated to each other, much less to
concrete life; there are many studies
and meaningless activities, outside of
a totality, which should be exactly
that of a human formation
project . (Caldart, 2002, p. 25).
In the face of this context, the need
for a curriculum that mobilizes knowledge
and deconstructs standards of watertight
and hierarchical disciplines among
themselves, of memoristic practices, thus
respecting the particularities and
ways of being of the subjects, emerges.
From another point of view it promotes the
construction of teaching proposals that
consider the peasants as subjects of
knowledge and historical and social actors,
so that the dialogue allows the intersection
of knowledge in the school routine and the
resignification of the
curriculum. Therefore, overcome the idea
of the classroom as a unique and central
knowledge space, and build strategies
beyond the fragmentation present in
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
e10822
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2021
ISSN: 2525-4863
11
most current teaching-learning
processes (Molina & Sá, 2012).
In this perspective, the curriculum
has a fundamental role in promoting
change, as it is understood as the link
between theory and practice, as a
constituent element with a socializing and
mobilizing function of dialogues, practices,
resistance and experimentation among
social actors.
Bearing in mind the need to
overcome the pedagogical paradigm of
Rural Education through pedagogy that
enables an emancipatory curriculum,
which distances itself from a school model
that aimed only at fixing man in the
countryside, increasing the productivity of
peasant men, based on utilitarian curricular
practices and that for a long time
understood that in the field “the school
curriculum should be aimed at providing
knowledge that could be used in
agriculture, livestock and other possible
daily needs” (Bezerra Neto, 2003, p. 15).
We fight for an education that brings
in its core the construction of a school that
does not have an end in itself, but in the
working class, whose educational
environment requires planning considering
knowledge with real life, that is aware of
its time and feel co -responsible for the
changes in your history, which, as
advocated by Pistrak (2000, p. 11), move
from “teaching to education, from
programs to life plans”
In contrast to the perpetuation of
utilitarian curricular
practices, the curriculum design for Youth
and Adult Education in the Countryside of
the State of Pernambuco proposes
the curricular integration advocated by
Santomé (1998), as “a way of balancing
teaching excessively centered on the
memorization of contents”, emphasizing
that education needs to “include the ability
to treat and apply knowledge, estimate its
limitations and develop the means to
overcome it” (p. 116). Just
like the studies about
interdisciplinarity which defend the
resignification of knowledge, such as
Japiassu (1976) understands,
viewing interdisciplinary attitude as
driving force of curiosity, the sense of
discovery of the "new", able to promote
the redefinition of knowledge that most of
the time, appears m so fragmented to and
disconnected the student's everyday reality.
Furthermore, we must consider
that if we look at the trajectory of the
Youth and Adult Education of / in
the countryside, in Brazil, we see
that and in the name of progress, the
peasant man has been "forced" to migrate
in search of livelihood, being to the margin
of rights and opportunities. There have
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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been denied specific learning needs, the
value of its knowledge and practices,
in short, the appropriate schooling
conditions conducive to the exercise of
citizenship, empowerment, social quality
education, a situation that reveals the
invisibility of these subjects and practices.
But, after all, which subjects are we
talking about? Who is the young, adult and
elderly person who attends educational
spaces in the countryside? To what extent
are educators prepared to work with their
reality and needs in mind? There are so
many singularities that range
from cognitive aspects, to generational
ones, to conditions of social class, gender,
race / ethnicity, to historical, social,
cultural, economic or political contexts that
make up the subject students of EJA,
whether in the field or in City.
LDB 9.394 / 1996 in accordance
with article 37 of the 1988 Federal
Constitution identify who are the subjects
that make up the EJA:
Art. 37. The education of young
people and adults will be aimed at
those who did not have access to or
continue their studies in elementary
and high school at their own age and
will constitute an instrument for
education and lifelong learning. § 1
The education systems will ensure
free educational opportunities for
young people and adults, who were
unable to carry out their studies at the
regular age, considering the
characteristics of the students, their
interests, living and working
conditions, through courses and
exams. § 2 The Public Power will
make feasible and stimulate the
access and permanence of the worker
in the school, through integrated
and complementary actions among
themselves (Brazil, 1996).
Article 37, though, recognizes the
existence of this significant portion of the
population, admits somehow the
fallibility of the state for centuries, on
the other hand, sets out the need for
restricted access to the very old to learn, as
if it were stipulated a proper period for
learning. At the same time, it feeds the
speech of compensatory education,
showing the lack of knowledge that it
is Brazilian youth and adults, who have a
very specific trajectory, who experience
situations of oppression, exclusion,
marginalization, condemned to survival
and who seek horizons of freedom and
emancipation n work and education
(Arroyo, 2006).
Decree 7.352 / 2010, in a more
specific way, identifies as populations of
the countryside:
family farmers, extractivists, artisanal
fishermen, riverside dwellers,
agrarian reform settlers and campers,
rural wage workers, quilombolas,
caiçaras, forest peoples, caboclos and
others who produce their material
conditions of existence from the
work in rural areas.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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The document recognizes the
diversity of subjects and spaces that the
countryside presents. Although, at first,
farmers are possibly the most
representative group, the others portray the
variety of men and women, as well as the
geographic and cultural immensity that
Brazil has, which in turn require a more
unique look on the part of public policies
directed the education.
These specificities of life
provide the Youth and Adult in the
Countryside and the teacher training with
significant importance, and a special
attention to the creation / maintenance of
public policies on teacher training, since
we need to train professionals who are able
to understand the peculiarities of youth and
adult life, considering their singularities, in
particular the practices that make up the
multiple learning spaces.
According to Machado (2000), the
studies carried out show that the training
received by teachers, usually through
training and lightened courses, is
insufficient to meet the demands of Youth
and Adult Education. The author also
states that "there is a growing challenge for
universities to guarantee / expand the
spaces for discussing EJA, whether in
undergraduate courses, in graduate and
extension courses" (Machado, 2000, p. 16).
In fact, it is a situation that expresses
concern, given that the majority of
teachers, before arriving at the Youth and
Adult Education classroom, have already
had pedagogical experiences in other
teaching stages, a scenario that many times
it leads to the reproductive methodological
practices of Early Childhood Education or
even superficiality of the curriculum, due
to the lack of knowledge of pedagogical
thinking that directs / justifies the
work. When it comes to adult rural
education, the reality is even more
worrying, given the gaps in initial training
and continuing existings.
In this sense, Haddad and Di Pierro
(1994) express some concerns about
teacher training in the sphere of EJA,
considering that
almost all teachers who work in the
education of Youth and Adults are
not prepared for the specific field in
which they work. In general, they are
lay teachers or recruited from regular
teaching staff. It should be noted that
in the specific area of teacher
training, both at medium and higher
level, there has been no concern with
the specific field of EJA; one must
also consider the precarious
conditions of professionalization
and remuneration of these teachers
(Haddad & D i Pierro, 1994, p. 15).
Reality that applies to the Education
of Youth and Adults in the Countryside, if
we consider that they
are mostly professionals, the result of a
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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fixed-term contract in the education
network, which come from other day work
hours (considering that EJA Campo works
basically with classes in the night shift),
with little time for investment in study and
professionalization, end up facing
precarious teaching conditions, as a result,
we will have professionals with knowledge
gaps in the specific field of performance.
It is important to highlight that the
Department of Education and Sports of
Pernambuco – through the Rural Education
Policy Management - in partnership with
the Union of Rural Workers, Federation of
Rural Farmer Workers and Farmers Family
from the State of Pernambuco -
FETAPE, Movement of Landless Rural
Workers - MST, among others, promote
training moments aimed at teachers who
work in rural schools. However, we
understand that the gaps
in initial training permeate the practices
and lack a continuous training process,
taking into account the need to strengthen
the teaching know-how.
In the face of this scenario, even
considering that the Education of Youth
and Adults is reaching a growing visibility
in the instance of practices and in the
countryside of studies and research, it is
necessary to reflect on the effective
demand for a specific formation of the
educator who works with this public, in all
spheres. So that formative proposals can
articulate political-pedagogical knowledge,
the teaching-learning process, its relations,
subjectivities, contexts and worldview of
the subjects included in it.
Reflections on research findings
Curricular changes from time to time
underpin new practices, the breaking of
paradigms and mobilize the construction of
“new” possibilities for teaching and
learning. Nowadays, the propositions
indicate that the integrated curriculum is
the teaching concept for the hierarchical
and dogmatic overcoming of
knowledge. Aiming at achieving a greater
integration between the different
knowledges, the interdisciplinary dialogue
with a view to the resumption of unity /
totality of knowledge, as “the most
appropriate way to improve the teaching
and learning processes”, as defended by
Santomé (1998, p. 27) .
In this sense, we seek to analyze the
discourses that permeate the practice of
teachers and pedagogical coordinators who
work with the Youth and Adult Education
classes at Dr. Diego Rego Barros Rural
School, with the perspective of capturing
the existing articulations between the
curriculum design and planning practices,
with a focus on curricular integration.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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In search of answers to the questions
that we initially proposed, we sought to
guide the analysis through categories that
emerged during the readings and
organization of the data. The first category
- Integrated curriculum and
interdisciplinarity - comes from the
teachers' understanding of the concept of
integrated curriculum and
interdisciplinarity as basic elements of the
teaching proposal of the State of
Pernambuco for the Education of Young
People and Adults in the Countryside. The
second category discusses the perceptions
about collective planning practices,
possibilities and challenges in the
materialization of an integrating
curriculum, however, the last elements are
not the target of the discussions in this
article.
During the research, reverberated
voices in an attempt to describe the
practice and express the understanding
given to the concept of integrated
curriculum and interdisciplinary.
The subjects surveyed (12 teachers
and 02 pedagogical
coordinators) expressed ownership during
the non-participant observation, regarding
the work with an integrated curriculum,
however, they showed insecurity regarding
the understanding of the term
interdisciplinarity. In the course of the
investigation, other staff members came
together, showing that the group is going
through a moment of curricular adaptation,
transition from the disciplinary to the
interdisciplinary paradigm.
Asked about the understanding of the
concept of integrated curriculum, the
narratives of the interview expressed the
perception of understanding of the
term, from the need to consider the context
of the students, whose "wholeness" is
given from the connection between the
contents, along with the “applicability in
the student's life”, which provides an
interaction capable of permeating the
practice and making it more integrated,
incorporated into a more significant
reality. It was notable that, bringing
knowledge and approaching it to the
students’ reality, makes the exchange of
knowledge possible, the establishment of
dialogue among the peers and produces
sense of pedagogical relations as follows
reports:
Integrated curriculum is also
integrating the student's reality, so it's
not just me asking the question to be
interdisciplinary ... we have to
integrate this whole context in the
student's reality, so that this
knowledge can have an applicability
in the settlement or in its
environment. (Teacher Narrative 1,
2019)
The integrated curriculum to be
really integrated, it has to integrate
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
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with the student's reality and the
work must be integrated with that
curriculum as well, the student's daily
practices in the
community ... Integration happens
when this curriculum goes beyond
the classroom, it gives the student the
opportunity to insert his work, his
context within that
curriculum. (Coordinator Narrative 1,
2019)
... it is precisely to integrate all the
disciplines based on the axis that we
have to work on, we create a theme, a
unique theme for all teachers and
then we integrate, integrate the entire
curriculum with the contents that we
are going to work
on. (Teacher narrative 4, 2019)
They are interpretations that come
close to an understanding of the term
"integrate" in the sense of completing,
incorporating, linking, uniting. They
express the need to establish a link
between the contents, so that the guiding
thread permeates the students’ reality,
assigns meanings to his daily practice and
produces meaning in the act of planning
collectively. An understanding that,
according to Morin (2008), perceives the
world in its entirety, interconnected, and
not as the sum of separate parts.
The integrated curriculum "... are
understood to be based on the interests and
needs of students and the social relevance
of the knowledge" (Lopes, 2001, p.
148). This understanding has made it
possible to consider the integrated
curriculum organization as more
Democratic - ethics, starring and different
knowledge and practices, since it is
sustained by knowledge and relationships
with the daily lives of students, and is
permeated by dialogic relations that enable
exchanges and other constructions in the
face of knowledge.
However, it is essential to understand
that integrated curriculum "is not a
teaching tool (operational / instrumental /
methodological aspect), but a curriculum
design and pedagogical practice". (Lima
Filho & Machado, 2012, p. 5). It is a
concept of curriculum that is in a
permanent process of creation and
recreation, considering that the subjects
who build this practice are also unfinished,
unfinished, therefore, in a permanent
process of seeking to overcome the
fragmentation of knowledge, the traditional
curricular model and democratizing access
to knowledge.
One of the main characteristics of
this practice is the importance attributed to
the community, when planning together
and keeping the dialogical network
open before and during the execution of
the planning. In this perspective, it is
important to emphasize that the integrated
collective work produces more significant
pedagogical practices, mediated by the
dialogue between the areas of knowledge,
which strengthen the importance of
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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understanding the parts as a whole, and
everyone in the process of development of
teaching and learning, described as a
pedagogical advantage of the work based
on the integrated curriculum, as reported
below:
It is important because the student,
he is not so busy, lost ... as I can say
... because when you work integrated
everybody, all the subjects working
on the same subject is even easier for
the student like this, do you
understand me? (Teacher Narrative 7,
2019)
The peak of integration for me was a
day in the classroom that when I
entered, the Portuguese teacher left
the text and I in History took
advantage of the same text, did a job
and the students were like this:
uh?!? Isn't this the same
subject? Glad you brought other
content within the
discipline. (Teacher narrative 11,
2019)
The reports of teachers 7 and 11
express the significant strength that the
integration of contents produces in practice
and its importance in the construction of
knowledge, so that the link between the
curricular components resulted in the
perception of more connected,
interconnected knowledge, which
overcame barriers of disciplinarity. In
addition to expressing the relevance to the
student regarding the understanding and
the establishment of interconnections in the
teaching-learning process, so that
integration facilitates the assimilation of
knowledge, in face of the perception of the
content under various parameters, starting
from the unit to the totality.
On the other hand, the spell produced
by interdisciplinary dialogue leads us to
the understanding that “authentic
education, let us repeat, is not made from
'A' to 'B' or 'A' over 'B', but from 'A' with
'B', mediatized by the world” (Freire, 1970,
p. 48). Therefore, the perception of the
other as an essential part of the curriculum
construction process provides us with more
active, responsible and critical
participation in the face of
knowledge. Considering the narratives,
teachers express awareness of the dialogue
between peers as an integrating and
strengthening element of individual and
collective practice.
This perception of reconnection of
knowledge allows us to understand
knowledge that distances itself from the
fragmentation still so present in our day, so
that the subjects involved place themselves
in the process of eternal
apprentices. According to Reis (2009),
education in a contextualized way “takes
on the perspective of complex thinking,
which tries to reconnect what disciplinary
and fragmented thinking separated and
isolated” (p. 213).
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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Furthermore, designing innovative
pedagogical practices is a work surrounded
by challenges, which, on the other hand,
allows for reflections, dialogues,
confrontations and, above all, changes in
walking. Challenges translate into
obstacles that indicate the need for a
change in the curricular paradigm, in a
process of transition and acceptance of a
“new” curriculum design, both for the
teacher and for the students. It is a
transition for both: subjects and practices.
In this sense, we understand that
although official guiding documents
(National Curriculum Standards, National
Common Base Curriculum, State
Curriculum Standards, Operational
Guidelines for Youth and Adults of
Pernambuco) underscore the importance of
education based on interdisciplinary
practices, appropriate proposals still find
resistance, given that, still in force in
Brazilian education guided the educational
paradigm in the Cartesian model and the
monoculture of knowledge. An archetype
that privileges some knowledge over
others, legitimizing scientific knowledge as
the only and unquestionable, valid and,
therefore, what should be privileged by
educational institutions.
On the other hand, we understand
that some of this resistance to joining
the interdisciplinary teaching proposals is
attributed to the very ignorance of what
actually is interdisciplinary. For Japiassu
(1976, p. 74), "interdisciplinarity is
characterized by the intensity of exchanges
between specialists and by the degree of
real integration of the disciplines within
the same research project". Basically
translating into attitude, by Fazenda (1994,
p. 28), “interdisciplinarity is not a category
of knowledge, but of action”, it requires,
therefore, from the educator, the
development of sensitivity, solidarity
among peers, intentionality for the
integration and development of knowledge,
therefore, more meaningful learning. The
understanding of the whole, even if carried
out in parts, leads to understanding and the
construction of knowledge with much
more meaning, which distances itself from
the memoristic and abstract learning for
both the teacher and the students.
Conditions that bring us closer to the
principles of Youth and Adult Education in
the Countryside, so desired. Space where
the school values different knowledge and
subjects, school education is understood as
a process of appropriation and
development of new knowledge, open to
dialogue between peers, capable of
building a critical, transformative,
emancipatory education, committed to
social transformation and full of
meaningful practices.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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It is worth pointing out that, in the
teachers' narratives, when asked about the
understanding about the
term interdisciplinarity, it took
place from the perspective of integration
and collaboration between the
disciplines. We also found, speeches
pointing to a misunderstanding or
agglutination d the word interdisciplinarity
sometimes, endorsed as a synonym for
integrated curriculum as can be seen from
the following lines:
For me, interdisciplinarity is also an
integrated curriculum, because it is
also the same thing, all areas focused
on a single subject, that is, for a
single theme, it is also an
integration. (Teacher narrative 12,
2019)
In my vague idea of what
interdisciplinarity is, it is a content
that is amp and goes through all the
others, ... It is working all together
for the good alone, which is the
student having the maximum
understanding. (Teacher narrative 11,
2019)
Other times, understood as
the synonymous of integration:
It is when one or more disciplines are
integrated in this integrated planning,
then interdisciplinarity happens
naturally. You can play the discipline
of your colleague without scaring the
student and without messing with the
colleague. (Teacher Narrative 6,
2019)
Despite being interconnected,
considering the methodological
perspective, integrated curriculum is
intrinsically linked to the interdisciplinary
movement, however, there is
not necessarily this interdependent
relationship. The idea of interdisciplinarity,
as “the ideal goal of all knowledge that
intends to correspond to the fundamental
requirements of human progress”
(Japiassu, 1993, p. 15) which aims “to the
totality of knowledge, the only one that
will make it possible to promote the
humanity of man” (Gusdorf , 1976, p. 27),
brings concerns in view of his saving
character. Such fact generates concern,
considering that all knowledge produces its
limitations and potential further science
can not account for all the realities in
curriculum implementation.
It is important to emphasize that,
considering the idea of unity of knowledge
presented, Veiga Neto (2005) reflects on
the redemptive character of the
proposition, considering that
interdisciplinarity is attributed to the
mission of “rescuing the values and
knowledge that were declared lost, whether
to save or, at the very least, improve the
world in which we live ... ” (p. 73).
This mission implies much more
than uniting all the contents and working
on a single theme, it goes beyond working
together on a project. They presuppose
deeper connections between school,
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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curriculum, culture, subjects and
knowledge. It requires social commitment,
critical thinking, integral training of
subjects, emancipatory education that
imply new readings of the world and,
therefore, the development of more critical
consciences.
It is relevant to
highlight that, interdisciplinarity as a
condition for the reconstruction of the
totality of scientific knowledge and its
historicity places as a premise that students
and educators recognize themselves as
protagonists of the whole process of
exchanges between different knowledges
and in the construction of new
knowledge. It is a job that presents
advantages not only for students, but also
for the collective, growth and a change in
perspective is the result of joint actions. As
Fazenda (2002) argues, “the logic that
interdisciplinarity prints is that of
invention, discovery, research, and
scientific production, but created in an act
of will, in a planned and built freedom” (p.
19).
In an attempt to understand how
interdisciplinarity translates into
pedagogical work, the research participants
were asked: “In what moments of your
practice do you perceive the experience of
interdisciplinarity?” Like before, the
subjects showed some discomfort and
insecurity in presenting examples in
practice. Let's see some contributions:
Interdisciplinarity happens more
when we work with projects, in the
experience of projects. When it is not
directed, for example, this month we
will not work on any project, each
one will work as planned, because
here we work on themes, each month
is a theme, according to the axis, but
then I see that there is a distance
from interdisciplinarity. (Coordinator
Narrative 1, 2019)
When there is a relationship between
my content, my colleague's content,
when my math colleague helps me
make the timeline with the
calculations of history, of the
dimensions of geography, when we
realize that this exchange of
information, the students begin to
understand the subject as a whole,
then interdisciplinarity is happening
at that moment . (Teacher
Narrative 11, 2019)
It is precisely within the projects and
within the community as well,
because we always work, choose a
theme for students to research and
there each teacher, within that theme
chooses what will work within the
community and also within the
projects, it is the easiest way we have
to do this work. (Teacher Narrative 5,
2019)
Both in the teachers' speech and in
the observation during the research, we can
infer that there is an understanding of the
realization of projects as a prerequisite for
the experience of interdisciplinarity. When
there is no such occurrence, it is as if the
work loses its strength and
representativeness as a pedagogical
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
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practice. This perception expresses a
fragility may be linked to the
understanding of
the sine qua non condition, which incurs a
methodological error.
According to Fazenda (2011), a
condition for effective interdisciplinarity is
interaction, which she understands as
“integration of knowledge aiming at new
questions, new searches, in short, the
transformation of reality itself” (p.
12). Understood not only as integration of
the contents or methods, but in the
perspective of integration of partial,
specific knowledge, aiming at a global
knowledge.
Nevertheless, the methodology of
projects is a methodological tool widely
used in the school space, its
representativeness expresses strength that
the connection between knowledge,
practices, analysis of reality and
relationship with knowledge can
provide. However, it cannot be understood
exclusively as a methodological path to
experience interdisciplinarity.
For Gandin (2003 apud Carvalho,
2006), “the project methodology is not
compatible with the transmission of pre-
established content, decontextualized from
the students' reality and experiences” (p.
43). Therefore, projects need cooperation
between peers, given that interdisciplinary
dialogue presupposes exchange and
partnerships between the subjects involved
in the construction of knowledge, but they
are not exclusive ways of experiencing
interdisciplinarity in the school space.
These are opportunities to exercise
the understanding of knowledge as an
instrument for understanding reality and a
possible intervention in it; an opportunity
for the teacher to intervene in the learning
process with problematic situations,
introduce new information and provide
conditions for understanding reality; the
content is seen within a context that gives
it meaning; the student is an active subject,
protagonist of knowledge, can use his
experience and knowledge in solving
problems (MEC, 1998).
It is observed, therefore, that -
interdisciplinary practices are covered with
knowledge and practices, which develop in
the community, in the strengthening of the
dialogue that involve a variety of possible
educational practices. They are constituted
by doing in permanent construction,
learning to learn and learning to teach,
anchored in dialogicity, in collective work
integrated with practices that are actually
integrative.
Study contributions
And incorporating on screen, among all,
building a tent, where everyone enters,
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
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entertaining yourself for everyone, on the
awning
(the morning) that flats free from frame.
The morning, awning of such an aerial fabric
which, fabric, rises by itself: balloon light.
(Melo Neto, 1966)
Education in the Countryside, as an
educational theory and practice, has a
history marked by compensatory,
discontinuous policies and with a
developmentalist bias without commitment
to the provision of social quality
education. It is mainly represented by the
struggles of social movements in order to
guarantee the full exercise of the right to
education and citizenship, which spared no
effort to denounce the situation of neglect
in relation to the practices of Rural
Education, at the same time that it presents
pedagogical paths for redefining
educational projects designed for the
countryside, in all its dimensions (critical,
transformative, political, social and
pedagogical) and the construction of new
dawns.
Each fight was / is in favor of
erecting the tent, where everyone
enters, entertaining each other, on the
awning. The marches, movements,
resistances express the cries of the
excluded, of subjects who are on the
margins of social processes and
opportunities, it is in favor of the exercise
of the right to social quality education for
all without distinction, in the countryside
or in the city, understanding education as
driving social change.
Therefore, such a conception of
struggle gives rise to a proposal of
participatory and emancipatory education
for the subjects of the field, whose
education project is based on collective
participation, based on dialogicity,
respecting culture, knowledge,
singularities, specificities and education as
a human right.
The elements obtained from this
investigation indicate an educational praxis
based on the design of an integrating
curriculum, which enables the dialogue
between knowledge and subjects, based on
collective planning, dialogue, observance
of the reality and the needs of students, in
research and research, search for the
integration of knowledge in the practical
dimension, considering the school context
of the field.
On the other hand, they reveal the
fragility in the formative process (which
goes from initial training to ongoing in-
service training), unfolding in a superficial
understanding of the concept of integrated
curriculum and interdisciplinarity, in a way
that they expressed as if both terms were
synonymous. It highlights our unfinished
work and the permanent need to base our
practice on moments of action-reflection-
action supported by research.
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated
curriculum and interdisciplinarity...
Tocantinópolis/Brasil
v. 6
e10822
10.20873/uft.rbec.e10822
2021
ISSN: 2525-4863
23
Considering the perceptions revealed
by the teachers participating in the
research, as well as in the theoretical
studies on Rural Education, Integrated
Curriculum and Interdisciplinarity, we
conclude that, although the discussions and
the legal / normative aspect have presented
significant advances in the last 20 years,
the challenges around the consolidation of
a curriculum that takes into account the
specificities of this teaching modality are
still giants. Challenges that arise from
conception / understanding / acceptance
and extend to structural and pedagogical
factors in rural schools.
We know that interdisciplinary
teaching proposals still encounter
resistance, because of the guided
educational paradigm in the Cartesian
model that legitimizes some knowledge
over others, so that other forms of
production of knowledge are not valued or
encouraged, example d knowledges
produced and systematized by social
movements that are disregarded in
hegemonic school practices (Gomes,
2017).
Furthermore, we understand that the
practices are in a transition process
(overcoming the traditional model of
disciplinary education) and are moving
towards the construction of more
dialogical, integrated practices, in line with
socioeconomic and environmental
development, after all the curriculum goes
beyond the disciplines and
content. Furthermore, considering the
change as a necessary crossing, we
observed that because it is a recent and
challenging pedagogical proposal, the
experience with the integrated curriculum
reflects a little of the history of education
in / in the countryside: it is also a space for
struggles, resistances, advances,
resignification, but, above all, movement,
voices, screams and collective construction
of new dawns always.
Endnotes
This work is the result of reflections carried out in
the research entitled: Advances, challenges and
resistance in the context of the integrated
curriculum in youth and adult education - EJA
countryside, defended in 2019, in the Post-Graduate
Program in Teacher Training and Interdisciplinary
Practices (PPGFPPI) - UPE, Petrolina-PE.
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Nota de fim
Este trabalho é resultado das reflexões realizadas na
pesquisa intitulada: Avanços, desafios e resistências
no contexto do currículo integrado na educação de
jovens e adultos - EJA campo, defendida em 2019,
no Programa de Pós-graduação em Formação de
Professores e Práticas Interdisciplinares (PPGFPPI)
– UPE, Petrolina-PE.
Article Information
Received on April 29th, 2020
Accepted on October 10th, 2020
Published on May, 16th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
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How to cite this article
APA
Carvalho, O. F., & Santos, J. L. (2021). The pedagogical
proposal for Rural Education in the state of Pernambuco:
dialogues between Rural Education, integrated curriculum
and interdisciplinarity. Rev. Bras. Educ. Camp., 6, e10822.
http://dx.doi.org/10.20873/uft.rbec.e10822
ABNT
CARVALHO, O. F.; SANTOS, J. L. The pedagogical
proposal for Rural Education in the state of Pernambuco:
dialogues between Rural Education, integrated curriculum
and interdisciplinarity. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 6, e10822, 2021.
http://dx.doi.org/10.20873/uft.rbec.e10822