Reflections on the dimension of care in the search for curricular justice in the field schools of the municipality of Humaitá (AM)

Abstract

ABSTRACT. Curricular justice, with its three dimensions - knowledge, coexistence and care -, defines that the curriculum meets all the needs of those involved and educates them as supportive and co-responsible people in the construction of a more just society. Therefore, the objective of this paper, a cutoff of a doctoral research, was to identify, in the reality of the field schools of the municipality of Humaitá, Amazonas, the limits and the possibilities in the care of the children of the region, having as parameter the dimension of care in the pursuit of curricular justice. Participatory research, using field research, documentary analysis, interviews, moments of reflection-action and sensitive listening (Barbier, 2007), with managers, teachers, school cooks, parents and students, in their exploratory phase, resulted in the survey of the difficulties encountered by the participants regarding the attendance of Rural Education: school calendar, transportation and school meals. The results point to the great distance between what is written and the curricular practice, leading to curricular injustice. It is therefore necessary to reflect on the conception of curricular justice, especially the dimension of care, since a democratic and welcoming environment of differences helps to guarantee and consolidate solidarity education and modify the process of knowledge construction.