BETWEEN GOING AND COMING

experiences of moving curricula in rural high school

Abstract

This text focuses on the experiences of teachers in secondary education in rural areas, in the curriculum construction of this space. It aims to understand the pedagogical experiences of high school teachers in rural territory, intermediated by the narrative of a lived and moving curriculum. The curriculum to which I refer is directly linked to the teachers' experiences in their process of appropriation and displacement of the curriculum prescribed and built with an urban-centric character. The Narrative Documentation of Pedagogical Experiences is used as a methodological, epistemological and political device, which integrates the bases of qualitative research and intertwines the ethnographic and (auto) biographical principles as a research approach. It takes place in a high school, attached to rural territory in the city of Juazeiro, Bahia, Brazil and has 7 (seven) collaborators in the production of pedagogical narrative documents. I use the perspective of dialogues in a collaborative network, intertwining the hermeneutic cycle (GADAMER, 1997), the interpretive-comprehensive theory (RICOUER, 2000; SOUZA, 2014), since the process of documenting the pedagogical experiences, presupposes a collective movement of analysis and rewriting. The main result is evidenced by a critical perspective of thinking about the curriculum and opposing the hegemonic elements that exist in the universe of schools in rural areas. These aspects validate the dimension of a curriculum in motion with creative possibilities and change for this universe that opens up through documented experiences.