Educação do campo no formato multisseriado de Ensino

EnglishThis article aims to identify the recognition of the culture of the field student contemplating a differentiated curricular proposal in the field in rural education in the multi - series rooms, making possible the adaptation of the curriculum to the student's culture for teaching practice in basic education. Faced with the understanding that education in the field of multi-grade schools, it should be pointed out that all pedagogical practice ends in the vision of a curricular proposal, and it is possible to affirm that the identity of field education must be built from a culture produced by relations of reality and human existence. The theoretical foundations are authors who help in the discussion of teaching practice related to the curriculum of the rural schools, such as Miguel Arroiy and the General National Curricular Guidelines for Basic Education in 2010. The qualitative field research was used as methodology. In this sense, the organization of the curriculum in the teaching practice of basic education in the multisseriatous field schools was studied, responding to teachers' concerns about what to teach and learn in the curricular proposal of the field education modality. This study made the realization of field research possible by gauging that there is a need to construct a curriculum that addresses the linkage of reality to the culture of field students. portuguesEste artigo tem como objetivo identificar o reconhecimento da cultura do discente do campo contemplando uma proposta curricular diferenciada na educacao do campo nas salas multisseriadas, possibilitando a adaptacao do curriculo a cultura do discente para pratica docente na educacao basica. Diante da compreensao de que a educacao do campo das escolas multisseriadas deve-se pontuar que toda pratica pedagogica finda-se na visao de uma proposta curricular, sendo possivel afirmar que a identidade da educacao de campo deve ser construida a partir de uma cultura produzida por relacoes da realidade e existencia humana. Tem-se como fundamentos teoricos autores que auxiliam na discussao da pratica docente relacionadas ao curriculo das escolas do campo, como Miguel Arroiy e as Diretrizes Curriculares Nacionais Gerais da Educacao Basica de 2010. Utilizou-se como metodologia a pesquisa de campo de cunho qualitativo. Neste sentido, estudou-se a organizacao do curriculo na pratica docente da educacao basica nas escolas do campo multisseriadas, respondendo as inquietacoes dos docentes sobre o que ensinar e aprender na proposta curricular da modalidade da educacao do campo. Esse estudo tornou a realizacao da pesquisa de campo possivel aferindo, que ha uma necessidade da construcao de um curriculo que atenda a vinculacao da realidade conforme a cultura dos discentes do campo