Curriculum and Pedagogical Practice in a Rural School within the Bahia

Abstract

The paper presents the results of a study that sought to understand the configuration of the curriculum's development in a classroom of a rural school from the pedagogical practice of a teacher. The perspective of analysis is the sociological theory of Basil Bernstein. Discussed some of the elements present in Bernstein's theory that help us understand the pedagogical practice, such as the rules of the pedagogical discourse. The instruments were observations and interviews conducted with a teacher working in a rural school located in the rural area of Vitoria da Conquista, Bahia. The paper is organized as follows: situated place of study; the importance of studies that seek to understand the classroom work, and data analysis. The findings indicate evidence for a mixed pedagogical practice, which allows for acquisition of recognition and realization rules, which, in turn, enable the production of school text expected by the teacher, to socially disadvantaged pupils in the case of teacher investigated and present in the curriculum in action. Keywords: Curriculum; Rural Education; Teaching Practice.