O entorno da escola rural Astrogildo Pereira da Costa como constitutivo da construção curricular da escola.

Abstract

This work has as a main goal to proceed in the investigative researching of the social surrounding[1] aspects of the Astrogildo Pereira da Costa School, a rural state area school situated in the city of Herval, eight kilometers far from the urban city center, in order to contribute into the discussion and building of the curriculum guaranteeing that the students and people involved in this particular school begin to value the own aspects of the reality, as seen from the initial perspective of the families and people who live in this rural area community. Also proposes knowledge capable to qualify the rural school curriculum, for this curriculum, in the same way that considers the local knowledge, has to be incorporated into the school´s curriculum. It has been so many visits, discussions and reunions where we produced new questionings in the attempt to comprehend better and question the social surroundings and its relation with the Astrogildo Pereira da Costa school curriculum, as well as create and give more possibilities of qualification for the people into this discussion, for them to obtain more qualified knowledge of the relations that are part of the social web where they socially interact, with the limits, possibilities and conflicts that are part of its constitution. Also has the intention to potencialize the different social groups , respecting their historic elements and its peculiarities, for them to articulate into the participative building of the school itself and, why not to say, in the community‟s life. Astrogildo is a center pole school which attempts students from several rural localities, who arrive in its great majority by school transportation. This research intended to show the effective practice In this school, its diary routine, the conflicts and approximation in the web of relations that compose this educational institution and its implication towards the educative acts. I equally tried to perceive how the knowledge of the social surrounding aspects of the school penetrates into the curricular structures of the school and what can be made collaboratively, in the perspective to introduce more significative contents, an in the same way more sense –dotted for the students in the teaching programs. From that point the more general content required by the educational system can be discussed and argued. My participation in the GAPE/UFPEL made me closer to discussion on rural education and made me see the possibility of procced into this investigation.