| Summary: | This article sought to understand the challenges faced by teachers during the construction of a curriculum for rural people, at a school in the city of Sapeaçu-BA, observing the disputes and tensions inherent in this construction, based on a critical conception of the curriculum. For that, it was based on Collaborative Research, using the talking circle as an instrument capable of bringing out curricular experiences. Additionally, document analysis was applied to verify the validity of the propositions concerning the subjects of the field. Research results show that, through contextualization, teachers seek to establish a dialogue between students' knowledge and scientific constructs. However, this construction is weakened when faced with the nucleation of the school and the offer of technical courses that are out of touch with the reality of the territory, pointing to a disjunction between the Bahia Curriculum and the course offered at the school unit.
|
|---|