Tensionamentos e diálogos sobre culturas, currículos e docência da Educação do Campo

We aimed to tension and analyze how teaching, curriculuns, and cultures operate in school everyday in dialogue with countryside education, weaving and unveiling discussions about how concepts so important in the educational process structure the identity of teachers, through the curriculum in the school spaces from the cultures experienced in the everyday of countrymen education. We ask: what is the importance of cultures in the curriculuns and doctrines of field education? What is the importance of curricula built together with the countrymen community? How can teaching contribute to the living and establishment of an emancipatory and political curriculum in everyday life of school, taking into account the countrymen subjects, their cultures and the countryside education? Through bibliographic survey, we undertake discussions about the teaching, the curricula lived, and practiced in the daily school life and the cultures that characterize identities, knowledge, and actions of countrymen subjects. We discuss the challenges posed in a world marked by systems of standardization and territorial uniformization aimed at social, spatial, and cultural homogenization imposed and determined by a neoliberal and capitalist logic.