Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e4582
Tocantinópolis/Brazil
v. 5
e4582
10.20873/uft.rbec.e4582
2020
ISSN: 2525-4863
1
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The curriculum for the Rural Education in the context of
national legislation
i
Cleide Carvalho de Matos
1
, Genylton Odilon Rêgo da Rocha
2
1, 2
Universidade Federal do Pará - UFPA. Faculdade de Educação e Ciências Humanas. Campus Universitário de Marajó.
Alameda IV, Parque Universitário. Breves - PA. Brasil.
Author for correspondence: cleidematos@ufpa.br
ABSTRACT. The present research presents an analysis of the
curricular prescriptions for the Rural Education in Brazil
considering the educational legislations. Its objective is to
understand the political, economic and social relations and their
reverberations in the curricular prescription for the Rural
Education. The study was carried out through bibliographical
and documentary research. The documents analyzed were:
Organic Law of Primary Education - Decree-Law No. 8.529/46,
Organic Law of Agricultural Education - Decree-Law No.
9.613/46, Brazilian Educational Laws and Guidelines 4.024/61;
Law 5.692/71 and Law 9.394/96, the Operational Guidelines for
Basic Education in Rural Schools - DOEBEC - CNE/CEB
Resolution Nº. 1 - April 3, 2002 and Complementary Guidelines
for Basic Rural Education - Resolution CNE/CEB 2/2008. We
found that the curriculum designed for rural areas - although
regulated by the same norms as those for urban populations - has
specificities that differentiate it, since the educational practice
planned to rural areas has as its intentionality the insertion of
students in productive work.
Keywords: Educational Policies, Rural Education, Curriculum.
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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2020
ISSN: 2525-4863
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O currículo da Educação do Campo no contexto das
legislações nacionais
RESUMO. A presente pesquisa apresenta uma análise das
prescrições curriculares para a Educação do Campo no Brasil a
partir das legislações educacionais. Tem como objetivo
compreender as relações políticas, econômicas e sociais e suas
reverberações na prescrição curricular para a Educação do
Campo. O estudo foi realizado por meio de pesquisa
bibliográfica e documental. Os documentos analisados foram:
Lei Orgânica do Ensino Primário – Decreto-lei nº 8.529/46, Lei
Orgânica do Ensino Agrícola – Decreto-lei nº 9.613/46, as Leis
de Diretrizes e Bases da Educação Nacional Lei 4.024/61; Lei
5.692/71 e Lei 9.394/96, as Diretrizes Operacionais para a
educação Básica nas Escolas do Campo – DOEBEC –
Resolução CNE/CEB Nº. 1 – de 3 de abril de 2002 e Diretrizes
Complementares para a Educação Básica do Campo - Resolução
CNE/CEB 2/2008. Constatamos que o currículo pensado para as
áreas rurais – embora regulamentado pelas mesmas normas que
os destinados às populações urbanas – possui especificidades
que o diferenciam, pois, a ação educativa direcionada ao campo
tem como intencionalidade a inserção dos alunos no trabalho
produtivo.
Palavras-chave: Políticas Educacionais, Educação do Campo,
Currículo.
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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2020
ISSN: 2525-4863
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El currículum de la Educación Rural en el contexto de las
legislaciones nacionales
RESUMEN. La presente investigación presenta un análisis de
las prescripciones curriculares para la Educación Rural en Brasil
a partir de las legislaciones educacionales. Tiene como objetivo
comprender las relaciones políticas, económicas y sociales y sus
repercusiones en la prescripción curricular para la Educación
Rural. El estudio fue realizado por medio de investigación
bibliográfica y documental. Los documentos analizados fueron:
Ley Orgánica de la Enseñanza Primaria – Decreto-ley nº
8.529/46, Ley Orgánica de la Enseñanza Agrícola – Decreto-ley
nº 9.613/46, las Leyes de Directrices y Bases de la Educación
Nacional Ley 4.024/61; Ley 5.692/71 y Ley 9.394/96, las
Directrices Operacionales para la educación Básica en las
Escuelas del Campo – DOEBEC – Resolución CNE/CEB Nº. 1
– del 3 de abril de 2002 y Directrices Complementarias para la
Educación Básica Rural - Resolución CNE/CEB 2/2008.
Constatamos que el currículum pensado para las áreas rurales –
aunque reglamentado por las mismas normas que los destinados
a las poblaciones urbanas – posee especificidades que lo
diferencian, pues, la acción educativa orientada hacia el campo
tiene como intención la inserción de los alumnos en el trabajo
productivo.
Palabras clave: Políticas Educacionales, Educación Rural,
Currículum.
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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2020
ISSN: 2525-4863
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Introduction
In Brazil, from a historical point of
view, Field Education is a space marked by
contradictions, conflicts and interests,
guided by the assumptions of a capitalist
state that intervenes in the educational
process according to the priorities of
capital. This is equivalent to saying that
schooling is part of a general, political-
administrative national plan, therefore
deserving to be reinterpreted with regard to
its objectives and directions.
In this article, I aim to understand the
political, economic and social relations and
the reverberations in the curriculum
prescription for rural education. The study
was carried out through bibliographic and
documentary research. The documents
analyzed were: Organic Law of Primary
Education - Decree-Law No. 8.529/46,
Organic Law of Agricultural Education -
Decree-Law No. 9.613/46, the Laws of
Directives and Bases of National
Education Law 4.024/61; Law 5.692/71
and Law 9.394/96, the Operational
Guidelines for Basic Education in Rural
Schools - DOEBEC - Resolution
CNE/CEB Nº. 1 - of April 3, 2002 and
Complementary Guidelines for Basic
Education in the Countryside - Resolution
CNE/CEB 2/2008. Such documents were
treated in accordance with the dimensions
of the documentary analysis, as proposed
by Cellard (2008), namely: the context, the
author (s), the authenticity or reliability of
the text, the nature of the text, the key
concepts and the internal logic of the text.
In the analysis of the documents, we seek
to understand the economic, ideological,
social, cultural, historical and political
issues that contributed to their production,
giving meaning to the corpus of analysis.
In this perspective, documents are
conceived as a social construct that only
make sense if analyzed within this context.
This article consists of two parts. In
the first, we begin the discussion by
presenting rural education from the
perspective of the rural movement and of
the ideas of the school; then, we approach
the modernizing ideals for Rural
Education. In the second, we highlight
Rural education in the context of education
legislation, we focus on the Organic Laws
of Education, more precisely, the Organic
Law of Primary Education and the Organic
Law of Agricultural Education and, finally,
we work with the Laws of Guidelines and
Bases Education and the Operational
Guidelines for Basic Education in Rural
Schools.
Rural education from the perspective of
the ruralist movement and of the
modernizing ideas
The political-economic and social
development implemented in Brazil with
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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the advent of the Republic was linked to
the country's urbanization process, so that
Brazilian society only awoke to problems
in the rural environment due to the strong
migratory movement that occurred in the
years 1910/20. It is in this period that the
concern of the Brazilian elites with rural
education begins to take shape in effective
actions, aiming, above all, to reduce the
rural-city migration (Maia, 1982; Fonseca,
1985).
The rural exodus was a threat to
urban populations who began to see this
population as the focus of social problems.
As a result of this concern, the rural
movement created by the rural oligarchy,
concerned with keeping workers in the
field, arises.
The ruralism movement ... is much
more than an awareness of the
problems of rural education. What
really defines it is its political-
ideological face that remains hidden
by the educational question.
Committed to maintaining the 'status
quo', it contributes to a biased
perception (sic) of the city-
countryside contradiction as
something 'natural', thus contributing
to perpetuation. It seems that the
great ‘mission’ of the rural teacher
would be to demonstrate the
‘excellence of life in the
countryside’, convincing man to
remain marginalized from the
benefits of urban civilization. (Maia,
1982, p. 28).
The education proposal of the ruralist
movement fulfilled a political-ideological
function that was above concerns with
educational problems. It was the point of
convergence of ruralist policies to
guarantee the qualification of the worker
according to the demands of the market
and keep him “stuck” to the peasant roots,
with support from the industrial sector
threatened by the “swelling” of the cities
and the impossibility of absorbing this.
labor.
In the midst of this movement,
“pedagogical ruralism” emerges, based on
the defense of ‘a school “suited” to local
and regional reality, which “exalted” life in
the countryside and the work of the
peasant. However, "... popular education
should be of such content that it perfects
the people without ceasing to be a worker,
without creating in them the desire to leave
their class, not to accept their role in the
production system in a disciplined way".
(Fonseca, 1985, p. 56).
Thus, education is seen as the best
mechanism to contain this internal
migration and as an attempt to promote the
return of man to the countryside. This
proposal became a justification to
legitimize all initiatives aimed at Rural
Education. Thus, politicians and educators
committed to maintaining the status quo
contributed to the dissemination of the idea
that the city-countryside contradiction was
natural. This conservative posture
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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remained the guiding thread of official
Rural Education policies thereafter.
(Fonseca, 1985)
Ruralism in education remained until
the 1930s, keeping education linked to the
colonial tradition and, thus, distanced from
the economic requirements in force at the
time. Only after the first signs of a deeper
transformation in the economic model
based on agro-exportation, did schooling,
in general, take more bold positions. This
phenomenon was influenced by two
aspects: “First, the ideals of the
Progressive Education movement launched
by the ‘Pioneers of New Education’;
secondly, the new social and political
trends arising from urbanization demands
that started in the 1920s”. (Leite, 2002, p.
29).
The school's ideals of education
influenced Brazilian educational thinking,
resulting in the emergence of several
pedagogical trends, which Nagle will
classify them in two categories: enthusiasm
for education and pedagogical optimism.
The enthusiasm for education is
characterized by Nagle (1974, p. 99) as the
“belief that, by the multiplication of school
institutions, the dissemination of school
education, it will be possible to incorporate
large sections of the population on the path
of national progress and place Brazil on the
path of the great nations of the world”.
Pedagogical optimism, in turn, was based
on the “belief that certain doctrinal
formulations about schooling indicate the
path to the true formation of the new
Brazilian man”. (Nagle, 1974 p. 99-100).
This means that it was not only a priority
to open more schools, but to modify the
pedagogy itself, the teaching and learning
process, the assessment instruments, the
school management method and even the
school architecture.
In the 20th century, before the
consolidation of the bourgeois capitalist
order, marked by the development of the
national industry, education underwent
radical transformations. The belief in
education as an element of social
transformation promoted the opening of
the school to the people, highlighting the
need for training a new man. Education
should take on the task of building this
new man, necessary for the nascent
industrial society.
In this perspective, the school
assumes the socializing function, with
centrality in the individual and in the
learning processes, as well as an
instrument to equalize social inequalities
and as a place for learning democracy,
being considered the main lever to lead
Brazil to the height of the most “civilized
countries of the century”.
This purpose boosted the
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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development of political actions that
gained evidence, especially in the twenties
of the last century, mainly after the
foundation of the Brazilian Education
Association (ABE), in 1924. This
movement expands with the holding of
National Education Conferences, from
1927, reaching full visibility with the
launch of the Manifesto of Pioneers of
New Education, in 1932 (Gadotti, 2006).
This mobilization opens space for the
organization of school associations, the
debate and the proposal of the guidelines
and bases of education, of a National
Education System, with the objective of
ensuring the organization and supervision
of education at the national level.
In the 1920s, several educational
reforms were promoted in Brazilian states,
inspired by the Progressive Education
movement ideals. Among them, it is
important to highlight the reforms of
Sampaio Dória, in 1920, in São Paulo;
Lourenço Filho, in 1923, in Ceará; Anísio
Teixeira, in 1925, in Bahia; Francisco
Campos, in 1927, in Minas Gerais;
Fernando de Azevedo, in 1929, in the
Federal District; Carneiro Leão, in 1929, in
Pernambuco, and Lourenço Filho, in São
Paulo, in 1930.
These reforms stimulated debates
and questions about Jesuit education,
considered “of a verbal, rhetorical,
bookish, memoristic and repetitive nature,
which stimulated competition through
awards and punishments”. (Gadotti, 2006,
p. 231). According to such reforms, State
intervention in the organization of the
school system was urgently needed,
highlighting the importance of the
emphasis on method and science as
indispensable elements to the teaching
process in sharp opposition to the
encyclopedist content.
In the Manifesto of the Pioneers the
problem of rural education is presented,
but the proposal to solve the problem is
based on the “extension of the school of
educational work and the school of
professional work, based on the normal
exercise of cooperative work”.
(Ghiraldelli, 2006, p. 47).
The Manifesto, when faced with the
education of the worker, proposes to adapt
the “school of work” to the molds of the
“professional school”. Thus, it presents a
differentiated education for workers in the
countryside and in the city, a dual
educational system, based on the logic of
industrial development. The idea of the
“single school”, founded on the interests of
the child and on his development “from the
inside out”, is not intended for the
education of the worker (Ghiraldelli
Júnior, 2006), a fact that reveals the
contradiction of the school's ideals of
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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education.
Under the aegis of the Progressive
Education movement ideals of education,
pedagogical ruralism gains momentum,
since the proposal of education for the
Brazilian rural environment, as defended
by these thinkers, corroborated the
strengthening of rural oligarchies.
The current scholar-viewer
reinforced this position 'of the school
glued to reality', based on the
principle of 'adequacy' and, thus,
placed itself alongside the
conservative forces. This is because
the ‘fixation of man to the
countryside’, the ‘exaltation of the
agrarian nature of Brazilians’ were
part of the same discursive
framework with which the rural
oligarchy defended its interests.
(Maia, 1982, p. 27).
However, it is from the 1930s that
the debate on rural education gains
concrete initiatives with the promulgation
of the Organic Laws of Education.
Rural education in the context of
educational legislation
In this work, we will focus more
specifically on Decree-Law No. 8.529/46
that regulates primary education and
Decree-Law No. 9.613/46 that established
agricultural education and the laws of
Education Guidelines and Bases and
Operational Guidelines for Rural
Education.
Decree-Law no. 8.529 of January 2,
1946, organized primary education in two
training cycles, the first called a
fundamental course and the second a
complementary course. For young people
and adults who had not attended school at
their own age, the option was the two-hour
supplementary course.
The aforementioned Decree
instituted national legislation for primary
education, defined the duration of the
course, as well as established the
disciplines that became part of the
curriculum.
The four-year fundamental course
aimed to provide general training for
students, using a curriculum with scientific
and humanistic subjects with a more
balanced presence in the physical and
natural sciences, whose study begins in the
first and third grades unfolds in physics,
chemistry and natural history.
The encyclopedic nature of the
curriculum displaced from the national and
local context, associated with a rigorous
evaluation system, remained in favor of a
minority, as not everyone was able to
spend five years acquiring a “solid general
culture”, such as: the majority of
population, mainly the working class of the
countryside and the city.
For these students, primary education
had other objectives and content. These
objectives aimed to offer rural children a
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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means of acquiring knowledge related to
agriculture and to develop habits and
attitudes that tend to create agricultural
mentality (Silva, 1970).
Therefore, it was necessary to
establish pedagogical relationships
between the officially prescribed
curriculum and agricultural activities. In
this way, it would be enough to guarantee
the adaptation of the program to local
needs, which meant inserting students in
the necessary knowledge for work in
agriculture, such as:
In language - writing letters,
requesting information, etc., reports,
forms, summaries, letters, invitations,
various observations, relating to
specific activities of the club and
other related institutions.
In mathematics - measurement and
evaluation of land area, layout of
beds, calculation of distances
between seedlings in the vegetable
garden, garden, orchard. Calculations
with money, through the purchase
and sale of agricultural products,
expenditure on transport and
agricultural material, percentage of
profit or loss, etc.
In natural studies - seasons, time of
planting and harvesting, germination,
soil, knowledge of the life of animals
and plants, pests of agriculture.
In social studies - means of
communication and transport,
agriculture in the time of the Indians
and now, life in different areas of the
State and the Country, agricultural
products brought to Brazil in colonial
times.
In hygiene - eating habits, hand
hygiene after working on the soil, the
germs found in it and causing illness,
etc.
In design and applied arts - take
advantage of typical motifs for the
most varied applications. Make
flowers, belts, baskets, bags, etc.,
using seeds, nuts, straws, bamboo
and other materials. (Silva, 1970, p.
33).
All subjects taught in primary
education in rural areas should address the
agricultural issue to awaken in students an
interest in working in agriculture; the
curriculum involved questions related to
the entire production process, from
planting to the marketing of the final
product. This curriculum aimed to assist
the development of the field through the
renewal of work and production
techniques, according to the extension
objectives.
For rural students who were able to
complete primary school, the option was to
continue in agricultural education, which
in the organization of the education system
corresponded to secondary education
lasting seven years. However, contrary to
the propaedeutic character of secondary
education, agricultural education had a
terminal character.
The Organic Law on agricultural
education, Decree-Law No. 9.613/46, was
also enacted shortly after the end of the
new state, with the aim of professionally
preparing agricultural workers (art. 1). To
achieve this purpose, it should meet the
interests of technical and professional
training of farmers, contribute to the
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for the Rural Education in the context of national legislation...
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strengthening of agricultural
establishments and the development of the
national economy, as specified in art. 2nd
Agricultural education must meet: 1.
The interests of those who work in
rural services and activities,
promoting their technical preparation
and human training. 2. The interests
of agricultural properties or
establishments, providing them,
according to their growing and
immutable needs, with sufficient and
adequate labor. 3. To the interests of
the Nation, continuously mobilizing
efficient builders of its economy and
culture. (Brazil, 1946).
According to the aforementioned
Decree-Law, agricultural education was
organized into two basic training cycles:
the first lasting four years was made up of
two courses, namely: Agricultural
Initiation and Agricultural Mastery. The
second cycle lasted three years and offered
two types of courses: Agrotechnical and
Pedagogical Agricultural; both taught in
agrotechnical schools.
During this period, the provision of
primary education was also in the process
of regulation and expansion due to the
enactment of organic law No. 8.529/46
presented in the previous session. For this
reason, educational establishments offering
the agricultural initiation course could
provide primary education to candidates
who did not have the necessary
qualifications for admission to agricultural
education, as specified in Article 65 of
Decree-Law No. 9.613/46, “The
agricultural initiation schools will be able
to provide primary education, in
accordance with the relevant legislation, to
illiterate adolescents or those who have not
yet received that education satisfactorily,
and who are candidates for the agricultural
initiation course”.
Regarding the agricultural education
curriculum, the aforementioned decree is
omitted, it only highlights the concern with
moral and civic education, establishing that
it should be worked on throughout the
agricultural education program.
Agricultural education
establishments will take special and
constant care with the moral and
civic education of their students. This
education will not be given in a
limited time, through the execution
of a specific program, but will result
from the execution of all the
programs that give rise to this
objective, and, in general, from the
very process of school life, which in
all activities and circumstances,
should take place in terms of high
dignity and patriotic fervor. (Art. 44).
Strengthening the values of
patriotism is one of the central issues that
must permeate the entire curriculum. The
concern with the development of the
nationalist spirit and national unity arises
as a result of the intensification of
immigration of foreigners who came to
work in agriculture (Oliveira, 2007). For
this reason, it was necessary to establish
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moral and civic education to foster the
feeling of belonging to the Brazilian
nation.
The curriculum prescribed for the
two courses of the 1st cycle of agricultural
education presents a division between the
subjects of general culture and those of
technical culture. There is a predominance
of human, physical and natural sciences,
even when it comes to agricultural
initiation courses.
The development of modern
techniques in agriculture was the keynote
of the curriculum prescribed for courses
that were part of agricultural education.
That is why, since the agricultural
initiation course, there was already a set of
disciplines designed to meet this demand
demanded by the productive sector.
For Oliveira (2007 p. 106), “despite
the Organic Education Law having
systematized agricultural professional
education and providing the articulation
between the levels and modalities of
education, allowing the student to continue
in his schooling process until higher
education”, limited the student access only
to courses related to the agricultural area.
Thus, the Organic Law on
Agricultural Education favored the
implementation of differentiated education
for the working class. It guaranteed the
institutionalization of technical education
as a strategy to promote the development
of agriculture. It provided a technical tool
for field workers, contributing to their
fixation in this environment. Therefore, the
prerogative of fixing man in the
countryside (rural movement) continued as
the guiding thread of the actions
implemented in the rural environment.
The development of education in
rural areas, at its three levels, namely:
primary, secondary and higher, although
regularly by the same standards as those
for urban populations, have specificities,
both direct educational action in the field
for the insertion of students in the
productive work.
After the promulgation of the
Organic Laws of Education, efforts were
directed towards the drafting of the Law of
Guidelines and Bases of Education. The
1950s were marked by intense discussions
and political clashes between privatized,
educators and education intellectuals about
the drafting of the first Law of Education
Guidelines and Bases - LDB. In these
discussions, the interests of public and
private education were at stake; both
wanted to ensure in the text of the law the
allocation of public resources to finance
education.
In 1955, a text replacing the draft law
presented in 1948, which was shelved, was
filed in the Chamber of Deputies. The
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author of the substitute was deputy Carlos
Lacerda, with a privatized orientation, who
defended the financing of private education
by the government so that families could
have access to free education in these
establishments.
The Lacerda substitute was approved
as the National Education Guidelines
and Bases Law (Law No. 4.024, of
12/20/1961), under the terms
proposed to support the private
initiative, without changing the
existing organization since
Capanema (1942), except for the
proposition flexible curricula and
democratizing mechanisms such as
the possibility of using studies
between technical and academic
education. (Hilsdorf, 2003, p. 111)
LDB 4.024 was enacted in 1961.
This law regulated education at the
national level from pre-primary to higher
education. The purpose of national
education is presented in the 1st article
through nine paragraphs that ensure the
recognition of citizens' rights and duties,
respect for the dignity and freedom of man,
as well as guaranteeing the integral
development of human personality, the
strengthening of national unity, the
preservation of cultural heritage, the
preparation of the individual and society
for the domain of scientific and
technological resources.
In the text of the law, rural education
is mentioned in only two articles: first in
art. 32, establishing that: “rural landowners
who are unable to maintain primary
schools for children residing in their plots
must facilitate their attendance at the
nearest schools, or encourage the
installation and operation of public schools
in their localities”. (Brazil, 1961). Second,
in art. 57, LDB 4.024/61, which
establishes: "the training of teachers,
advisors and supervisors for primary rural
schools may be carried out in
establishments that prescribe integration
into the environment". With reference to
the articles cited, we can say that there is
no concern in discussing and implementing
an education in and in the countryside, it
only presents the possibility of integration
into the environment, without questioning
the political and economic interests that
supported the form of organization of the
spaces rural areas.
Duality in education continued to be
a hallmark of educational legislation, this
political option continued to favor
differentiated education, one for the
formation of the elite and the other for the
training of rural and city workers. The law
“which was initially intended for a poorly
urbanized country, ended up being
approved for an industrialized Brazil with
educational needs that Parliament was
unable to understand”. (Ghiraldelli, 2006,
p. 99).
Education is elaborated, having as
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reference, the process of industrialization
of urban spaces, aiming, above all, to meet
the demand for qualification demanded by
the industrial and commercial sector. For
rural education, the legislation ensures the
supply of agricultural education,
maintaining, however, the same structure
established by the Organic Law that
regulated the said education, this means
that LDB reaffirmed the purpose of
training specialization labor to promote the
modernization of agriculture.
The logic that drives the educational
efforts manifested in the law is that of
integration, based on a uniform vision of
Brazil. In this sense, specificities and
heterogeneities are not thought of as
founding categories in the Brazilian
territory.
The concept of curriculum in this law
is based on traditional thinking. For Silva
(2004) traditional theories conceive the
curriculum as a neutral, scientific,
disinterested field, in general they focus
their attention on the concepts of teaching,
learning, evaluation, methodology,
didactics, organization, planning,
efficiency, objectives.
Thus, the aforementioned law
presents as guidelines in the scope of the
curricular question the form of
organization of the subjects, the number of
subjects that can be offered at each level of
education, the distribution of practical and
theoretical activities, etc. The curriculum is
understood, therefore, as a purely
organizational issue.
The citation in the legal text on rural
education did not mean an advance
towards recognizing the specificities of the
rural environment, on the contrary, it
presents the lack of an educational policy
aimed at these populations.
Thus, the formal system of rural
education without conditions for
maintenance, expansion and self-support,
both pedagogically, as well as
administratively, and mainly financially,
entered a process of deterioration,
submitting to urban interests.
Despite the “proclamation” of
expanding basic schooling in the
countryside, Romanelli (2007) points out
that in 1964 of the 3,495,776 children aged
7 to 14 years in the rural area, 74.40% did
not attend school. In 1970, about 31% of
the school-age population was out of
school, of which 80.30% belonged to the
countryside. This shows that the lack of
schooling is more serious in rural areas.
The national political, economic and
social scenario underwent profound
transformations imposed by the Military
Regime which, when assuming power,
created mechanisms for the achievement of
its objectives and, mainly, for the
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maintenance of the established order. The
crisis in the Brazilian educational system
after the implementation of the
aforementioned regime contributed to the
establishment of agreements and covenants
between MEC and international
organizations for technical and financial
cooperation in the educational area.
One of the actions developed in the
educational field, during the term of the
military regime, was the promulgation of
the Law of Guidelines and Bases of
National Education - Law no. 5.692/71
whose main proposed change was the
universalization of vocational education in
high school in an absolute and universal
way.
This LDB established a national
curriculum through mandatory subjects,
both in the first and second grades. Local
and regional issues came under the
responsibility of the disciplines in the
diversified part of the curriculum.
The Federal Council of Education
was in charge of fixing the subjects of the
common nucleus, determining the
objectives and breadth of the curriculum.
This centralization of the elaboration of the
national curriculum reveals the
government's concern to maintain under its
responsibility the definition of the
knowledge considered valid to be
transmitted to the society as a whole. As
well as evidencing the authoritarian way of
conducting curriculum policy at the
national level.
The adoption of vocational education
in high school contributed to the
emergence of technical qualifications in
the most varied areas, reaching
approximately a total of 158 courses
(Guiraldelli, 2006). For whom, the
definition of the curriculum depended on
the qualification offered. In this way the
curriculum comes to be understood as a
purely technical issue.
The purpose of Law No. 5.692/71
was to qualify young people according to
the needs of the market to meet the
euphoria of economic growth propagated
by the military. In this sense, qualification
for work has become mandatory.
The reference to rural education
appears only in art. 9th paragraph 2,
defining that: “in the rural area, the
establishment may organize school
periods, with vacation prescription during
the planting and harvesting seasons,
according to the plan approved by the
competent teaching authority”. (Brazil,
1971). The law establishes that the school
must adapt to the productive cycle of the
rural environment, this means that
reconciling school and work was essential
to guarantee the productivity of the
countryside and maintain the subordination
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of the school to work.
The referred law did not contemplate
the socio-cultural reality of the Brazilian
peasantry and, therefore, it did not
incorporate the requirements of the
schooling process of rural populations in
its fundamental guidelines, nor did it even
consider possible directions for an
educational policy aimed exclusively at
peasant groups.
It was, however, only after the
Federal Constitution of 1988 that rural
education started to be treated as a
fundamental right, since by proclaiming in
Art. 208 paragraph 1 “Access to
compulsory and free education is a
subjective public right”. (Brasil, 1988).
This means that regardless of whether they
live in the countryside or in the city,
everyone has the right to education.
This concept of direct education is
also expressed in LDB - Law 9.394/96,
which ensures the provision of basic
education adapted to the peculiarities of
rural populations, through curricular
content, methodologies and school
calendar appropriate to the needs and
interests of rural populations, according to
art. 28,
In offering basic education to the
rural population, the education
systems will promote the necessary
adaptations to suit the peculiarities of
rural life and each region,
specifically: I Curricular contents and
methodologies appropriate to the real
needs and interests of students in the
rural area; II Own school
organization, including the
adaptation of the school calendar to
the phases of the agricultural cycle
and climatic conditions; III
Adaptation to the nature of work in
rural areas. (Brazil, 1996).
This article recognizes that rural
education needs to be differentiated.
However, the singularities inherent to the
reality of rural education are associated
with the insertion of rural students in
productive work, which does not differ
from the concept of education historically
thought for the countryside.
In recent years, the current LDB has
been undergoing successive changes which
redefined the concept of basic education,
curriculum, assessment, teacher training,
etc. In this movement to reformulate the
text of the law to meet market imperatives,
the curriculum has undergone profound
interventions, becoming the central
element of the Ministry of Education's
concerns. The wording given to article 26
of the LDB through Law No. 12.796/2013
represents the adequacy of the current
educational legislation to economic
interests, which defend the need for a
national curriculum, as transcribed below
Art. 26. The curricula of early
childhood education, basic education
and secondary education must have a
common national base, to be
complemented, in each education
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system and in each school
establishment, by a diversified part,
required by the regional and local
characteristics of the art. society,
culture, economy and students.
(Wording given by Law No. 12,796,
of our emphasis in 2013).
The hegemonic discourse around the
common national base is based on the
defense of the development of a national
curriculum as a strategy to ensure quality
in education. For Macedo (2014, p. 1549),
The hegemonized meanings for
quality education are related to the
possibility of controlling what will be
taught and learned. It is, therefore, a
circular discourse, in which the
measure of quality becomes its
mainstay and its guarantee. The
evidence of quality becomes the
quality that is being advocated. My
questions now are: what meanings of
education are being excluded when
BNCCs mean quality education like
the one that can be assessed? Or what
does the neoliberal imagery exclude
as poor-quality education?
The National Common Curricular
Base - BNCC, defined the knowledge that
students of early childhood and elementary
education should learn, the paths,
trajectories and identities of these subjects
in their schooling process. Apple (2008, p.
51) argues that
The curriculum is never just a neutral
body of knowledge that somehow
appears in a nation's texts and
classrooms. It is always part of a
selective tradition, of selecting
someone, of viewing some group of
legitimate knowledge.
The knowledge considered legitimate
to be taught in Brazilian schools does not
meet territorial, cultural, ethnic
specificities, etc. They represent a concept
of education based on the homogenization
of knowledge, on standardization, which
does not recognize regional and local
specificities. It does not recognize because
it does not value the stories of struggles,
resistance, knowledge building, identity
affirmation. For this reason, the approval
of the BNCC concerns all those who
defend an education that respects diversity
and differences.
Contrary to this concept of
education, Rural Education has been
created by the people of the countryside. In
the 1990s, social movements assumed the
role of protagonists in the struggle to
guarantee the regulation of social rights.
The Movement for Rural Education,
formed by various entities and social
movements - among them, the Landless
Workers Movement, the National
Conference of Bishops of Brazil, the
University of Brasília and others - has been
gaining strength in the country, especially
in the defense of right to land, through land
reform, education that values the
singularities of the subjects who live and
work in the countryside, their cultural
identities, their knowledge, values and
histories.
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The struggle for the right to land
expresses a complex field of dispute
around agrarian reform, which has been
adopted as a banner of struggle by social
movements, as it understands that
territorial development in the countryside
passes through the right to land. For
Fernandes (2007, p. 86)
... the struggle for land and agrarian
reform, form the main factor of
territorializing of the peasantry in the
national territory. Territorial
development and land reform are
inseparable processes. Therefore,
obtaining land and developing
settlers are inseparable processes.
Capital forms its territories and
becomes territorialized, that is, it
expands by multiplying the control of
huge areas in all regions. Nowadays,
in the Brazilian field, capital is called
agribusiness, which seeks to
appropriate the land and subordinate
the peasantry by outsourcing
production (which many call
integration) or expropriating it
through verticalization of production,
controlling all systems that compose
it. (Fernandes, 2007, p. 86).
Agrarian reform is a policy of
dispute over territories that opposes the
development model proposed by
agribusiness. “It is a territorial dispute
carried out by the conflict generated by
facing different development models”.
(Fernandes, 2012, p. 7). However, in this
struggle ... agribusiness has benefited from
huge financial incentives granted by the
State, which understands it as a totality, of
which peasant or family-based agriculture
is part”, (Coca, 2011, p. 43).
For this reason, the struggle for land
is configured as an important instrument of
resistance for the Brazilian peasantry,
which envisages the construction of a new
territorial organization that guarantees land
tenure. That recognizes the territorial
practices developed by the peasants. “To
strengthen this resistance, a development
model that includes them as protagonists
and not as supporting actors or subordinate
subjects is fundamental ...”. (Fernandes,
2007, p. 14).
Education in/in the countryside is
also part of this movement to fight for
social rights. For Arroyo (2009, p. 73)
The rural social movement represents
a new awareness of the right to land,
work, justice, equality, knowledge,
culture, health and education. The set
of struggles and actions that men and
women in the countryside carry out,
the risks they take, show how much
they recognize themselves as subjects
of rights. Basic education has only
become universal, following these
advances in rights.
In this perspective, several seminars
were held culminating with the completion
of the National Conference for Basic
Education in the Countryside, and later,
with the approval of the Operational
Guidelines for Basic Education in Rural
Schools.
The approval of the Operational
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Guidelines for Basic Education in Rural
Schools (DOEBEC) - Resolution
CNE/CEB Nº. 1 - of April 3, 2002, meant
the officialization, in Brazilian educational
policy, of the need for an education that
would meet the specificities of the subjects
and schools in the countryside.
Although DOEBEC were
implemented in the context of the reforms
implemented by the neoliberal State,
articulated with national curricular
guidelines, they show significant advances
in the recognition of the identity of rural
schools, as established in art. 2nd:
The identity of the rural school is
defined by its connection to the
issues inherent to its reality, anchored
in the temporality and knowledge of
the students, in the collective
memory that signals future, in the
network of science and technology
available in society and in social
movements in defense of projects
that associate the solutions required
by these issues to the social quality of
collective life in the country.
(National Council of Education/Basic
Education Chamber, 2002).
In this sense, the pedagogical
proposal of rural schools must express “the
diversity of the countryside in all its
aspects: social, cultural, political,
economic, gender, generation and
ethnicity”. (art. 5, from DOEBEC). It is
observed, therefore, that the provisions of
this article and articles 23, 26 and 28 of
LDB 9.394/96 guarantee the realization of
an education that contemplates the
diversity of the countryside, the processes
of interaction and transformation of the
rural environment.
In addition, the pedagogical
proposal needs to be guided by curricular
and pedagogical activities aimed at a
sustainable development project. For this
reason, the Rural Education curriculum
must be constructed in the historical
context of struggle of social movements in
the countryside.
Based on this vision, we will have
to answer concrete questions and
incorporate in the field curriculum
the knowledge that they prepare
for production and work, the
knowledge that they prepare for
emancipation, for justice, the
knowledge that they prepare for
the full realization of human
beings as human ... What I am
proposing is that school
knowledge itself must be
redefined, must be linked to the
cultural matrices of the
countryside, to the new cultural
subjects that the social movement
recreates. That's where we go.
(Arroyo, 2009, p. 83).
This historical movement to redefine
the concept of curriculum for Rural
Education represents a problematization of
the educational proposals implemented in
rural schools, which did not favor the
questioning of identities and/or
subjectivities present in the school
curriculum, of the social relations of
production carried out in the field, as well
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as the power relations that are part of the
selection and legitimation of curricular
knowledge.
A basic education project in the
countryside must incorporate a richer
view of knowledge and culture, a
more dignified view of the
countryside, which will be possible if
we place education, knowledge,
technology, culture as rights and
children and youth, rural men and
women as subjects of these rights.
(Arroyo, 2009, p. 82).
By incorporating the socio-political
dimension, the curriculum expands the
notion of school, inserting itself in the life
of the community, in the social relations of
the existence of children, youth, men and
women in the countryside.
On April 28, 2008, Resolution no. 2
(National Council of Education/Basic
Education Chamber, 2008) was approved,
which establishes Complementary
Guidelines, Rules and Principles for the
Development of Public Policies for the
Care of Basic Education.
This document provides precise
indications for Rural Education
concerning:
Comprehensiveness of rural
education, which includes basic education
at all levels and modalities, aimed at
serving rural populations in their most
varied forms of life;
Responsibility of federated entities
in the “universal access, permanence and
school success with quality at all levels of
basic education”. (art. 1, paragraph 1);
Offering basic education for young
people and adults who have not completed
their studies at their own age;
Offering basic education for
children and young people with special
needs, preferably in the regular school
system;
Early childhood education and the
early years of elementary education must
be offered in the community itself,
avoiding the nucleation process;
In the final years of elementary
school, nucleation may be the best
solution, but it should be considered that
the displacements are made in the shortest
possible distances, preserving the
intercampus principle.
Pedagogical support for rural
students is also ensured, as well as
adequate infrastructure, “materials and
textbooks, equipment, laboratories, library
and leisure and sports areas, in accordance
with the local reality and the diversity of
the rural people”. (Council National
Education/Basic Education Chamber,
2008, art. 7).
Rural Education is now considered
as an integrating axis of rural development;
therefore, it is recommended that the
Union, States, Federal District and
Municipalities “work towards articulating
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the actions of different sectors that
participate in this development”. (National
Council of Education/Basic Education
Chamber, 2008, art. 11).
This resolution extends the right to
education for students in rural schools,
through the responsibility of federated
entities (Union, Federal District, States and
Municipalities) for maintaining basic
education in rural schools.
Conclusion
In this historical incursion about the
curricular prescriptions for rural education,
we realize that there are long periods of
forgetfulness and short moments in which
the problem of the rural man is resumed.
The minimal intervention of the State in
the provision of public policies has
contributed significantly to the scenario of
exclusion that has been taking shape in the
countryside, through the denial of the
rights to education, a denial translated by
the absence of effective policies of access
and permanence, with success, in the
schools.
We found that national legislation
has been silent on the regulation of a
curriculum that meets the desires of
subjects in the field. When the education of
rural people is remembered, it falls within
the scope of compensatory actions to
supply deficiencies in social integration.
Nevertheless, the approval of the
DOEBEC meant the officialization, in
Brazilian educational policy, of the need
for an education that would meet the
specificities of the subjects and schools in
the countryside. This resolution, although
it was carried out within the scope of the
reforms implemented by the neoliberal
State, articulated with the national
curricular guidelines, showed significant
advances in the recognition of the
specificities of rural schools.
However, we are currently living in a
time of profound changes in educational
policy, more specifically in the curriculum,
with the approval of the common national
curriculum base. We consider that the
curricular reform that is underway in
Brazil, is inserted in the process of
ordering the knowledge that we want to
build and teach in schools without
respecting the identities of the subjects in
the field.
Therefore, the construction of a
Rural Education that contemplates cultural,
political, economic, social, gender, race
and ethnic diversity constitutes a challenge
that is posed for all those who defend a
formation that promotes the integral
development of the subjects of the field.
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rural. Porto Alegre, RS: Globo.
i
This research has already been published as an
expanded abstract at the SBPC Annual Meeting.
Article Information
Received on November 27th, 2017
Accepted on March 19th, 2018
Published on January, 19th, 2020
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.
Orcid
Cleide Carvalho de Matos
http://orcid.org/0000-0003-3229-9441
Genylton Odilon Rêgo da Rocha
http://orcid.org/0000-0002-6264-5387
How to cite this article
APA
Matos, C. C., & Rocha, G. O. R. (2020). The curriculum for
the Rural Education in the context of national legislation.
Rev. Bras. Educ. Camp., 5, e4582.
http://dx.doi.org/10.20873/uft.rbec.e4582
ABNT
MATOS, C. C.; ROCHA, G. O. R. The curriculum for the
Rural Education in the context of national legislation. Rev.
Bras. Educ. Camp., Tocantinópolis, v. 5, e4582, 2020.
http://dx.doi.org/10.20873/uft.rbec.e4582