EDUCATION OF THE FIELD IN MULTISSERIATE FORMATION OF TEACHING

Abstract

This 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.