THE CONSTRUCTION OF EDUCATIONAL PRACTICES INTERCULTURALITIES IN RURAL SCHOOLS

Abstract

This article aims to discuss intercultural educational practices developed in rural schools, discussing the construction of teaching projects that make transformative education feasible. To carry out this discussion, we used bibliographic research as a method of data collection, through which we consult books, scientific articles and journals in search of the data that made up the analytical part of this work. In addition, the discussions were based on the positions of authors such as Caldart (2004), Freire (1970), Fleuri (2004), Palanca (2001), Walsh (2000), Lima (2018) and Marques (2017), in addition to taking into account the official documents that regulate rural education, namely the LDB, Opinion CNE/CEB No. 36/2001, the CNE/CEB Resolution No. 01/2002, CNE/CEB Resolution No. 02/2008 and Decree No. 7,352/2010. Through the discussions held, we realized that intercultural practices are very important for the teaching and learning process to be maximized and, therefore, it is increasingly necessary for the educator, the school and the education system in general to commit themselves in the elaboration and application of these practices in the context of the classroom of rural schools.