Academic production on rural education in Brazil: the curriculum and subject requested

Abstract

The question of valuing rural culture and of introducing what is considered rural knowledge into scholarly curricula has stimulated research regarding education for countryside. The discussion raises controversy about the rural-urban dichotomy and about whether a special curriculum is needed for rural populations. On the one hand, some argue that rural populations require a curriculum that teaches specific information and skills that are different than traditional curricula. Others contend, however, that curricula for all students should be changed, not just in rural areas. This article analyzes the results of studies of education for countryside in Brazil, including their critique of the present curricula, and their recommendations for a curriculum that would be appropriate for rural populations. Articles from seven journals published between 1987 and 2009 dealing with rural education were analyzed, as were presentations on the topic delivered before ANPEd.