CURRICULUM AND ACTIVE RESISTANCE

the political-pedagogical struggle of campo schools in mst settlements and camp - Paraná

Abstract

The work addresses the political struggle in the curricular scope committed by the Schools of Settlements and Camps of the MST organized in Human Formation Cycles with Study Complexes against the imposition of curricular standardization represented by BNCC and CREP. It is the result of bibliographic, legal (regulatory frameworks) and documentary research, as well as practical experience of authors in working with schools. We approach the conception of Field Education and the materiality of its origin and bond, the concept of curriculum and the incidence of Capital Pedagogy in the elaboration and definition of BNCC and CREP as an expression of the market. We discuss elements of the trajectory of curricular elaboration of MST education, explaining dimensions of the curricular organization by Human Formation Cycles. We reflect on the initial impacts on the curricular organization translated by the imposition of the CREP and how school collectives have been  moved collectively to make the resistance active. We highlight that the experience, evidences through the articulation of the different curricular dimensions the structuring amplitude for curricular practice that transcend bookish and verbalist teaching, through the relationship of the use of concepts, the pedagogical matrices of work, culture, collective organization, history and social struggle categories and procedures of the different sciences and arts in relation to reality and connected to constitute pillars of active resistance interference of hegemonic curriculum policies.