Abstract
This article deals with the relationship between curriculum knowledge, the skills accumulated in work practices and the cultures of peasant communities in the teaching conducted at the Escola José de Lima Barros, in the municipality of Nossa Senhora do Livramento, MT, Brazil. It seeks to evidence how the diverse skills, cultures and knowledge interweave, considering the specifics of countryside education. It builds on the study conducted during a postdoctoral internship and uses the method of participant observation, directly involving six secondary education students and four teachers, including the school’s pedagogical coordinator and principal. Observations conducted at the school were recorded in a field diary. As part of our observation of subjects, the recorded and transcribed interviews followed a semi-structured script of questions. Even considering the contradictions typical of capitalist society, we highlight that the education provided in this countryside school is able to relate the contents of areas of knowledge with the cultural background and life/work experiences in the communities where the subjects live. Belonging in a rural area evokes a world of work, religiousness and festivities/socializing between families, hence the need for countryside education to be articulated with these key aspects.
Teaching; Culture; Knowledge; Countryside school