EXPERIMENTAL FIELDS IN THE HIGH SCHOOL CURRICULUM, IN SETTLEMENT AREAS IN THE SEMI-ARID

Abstract

How are “experimental fields” constituted and functioning in the high school curriculum? what is its importance and contribution to the formation of young peasants in settlement areas in the semiarid region ?, based on these questions, we seek to understand the constitution and functioning of the experimental field in the curriculum of the João de Santos de Oliveira State High School, highlighting its importance for the training of peasant students. The theoretical contribution of the text is based on the studies of Caldart (2009) and Molina (1999), Souza, Nascimento e Silva (2013); Veiga (1998) and Vasconcelos (2002); Moreira e Silva (1994), and Reis e Rocha (2019). The pedagogy of the Landless Movement (2006) is also a central reference for the present discussion. The text is the result of a qualitative, documentary research, the main source of which is the Political Pedagogical Project of the school and some pedagogical reports. The study points out that the experimental fields make it possible to: narrow the school's pedagogical work in the context of agroecology with the agroecological practice of the students' families; greater knowledge and renewal of family farming practices appropriate to the semiarid region, carried out in the communities; greater knowledge of the origin of the seeds and encouragement for the preservation of the Creole seed. Thus, the Experimental Fields are constituted as a place of ex-perimentum of educational practices of Living with the semi-arid region, starting from the school.