A docência e as instituições escolares: pautas das políticas culturais para educação rural

Abstract

The article intend to higlight some connections between planning and government of rural school individuals and has its origin in my Ph.D. thesis in Education, which intends to show a history about rural people’s education in the 50’s and in the 60’s – a history of power, knowledge and subjetification. The study allows affirming that rural teachers had guidelines of a cultural curriculum constituted of discourses that directed and prescribed the pedagogical actions in that period. These cultural policies emphasize the change of rural mentality and worked as a specific territory of identity construction.