O currículo da EJA em uma escola de assentamento: diálogos, saberes e vivências

Abstract

This paper deals with curriculum based on the Pedagogical Practices of Young and Adult Education-EJA, which has as its point of departure the analysis of how knowledge and experience of the established teachers acting in a municipal school interconnect themselves taking into consideration their educational-political formation. This action, spent in a rural settlement in Florânia/RN, gets support on a Collab orative Investigation of interpretative/reflective character in which EJA teachers think over conceptions and concepts inscribed in curriculum references rebuilding conceptions concerning their personal identities as EJA rural teachers. We take as guideway the presupposition of two logics influencing the curriculum configuration inside EJA Francisca Leonísia Cruz Municipal School. On the one hand, the one directed by Education Municipal Department (SME); on the other hand, that other brought about by a social movement (MST), each one based on conflicting political proposals nourished on its own human social right conceptions developed by rural men and women. This work tries to comprehend the tensions and dilemmas of these teachers, their contradictory believes and values put together in the construction of a curriculum proposal. The deadlock faced in the curriculum referential, where principles and models are in dispute, permit to think over a curriculum proposal capable of meeting the exigencies of young and adult students established in a certain space of the public school.