The meaningful and contextualized experience of the natural sciences/biology curriculum in rural education

Abstract

The present work aimed to relate the experience of the Natural Sciences/Biology curriculum with the rural education curriculum through the cultural and environmental aspects of the local community. The investigation, of quali-quatita research, was developed through a bibliographical research and field of application of nature carried out through teachers and field of experience. The research with the participation of 13 students of the 3rd year of the Technical Course in Animal Science, aged between 17 and 20 years, living in rural areas and also 3 teachers/monitors from the disciplines Chemistry, Physics and Biology. The training of teachers/monitors to work in Rural Education in a precarious way, there are even gaps in the action of the proposals, when it comes to people in rural areas. This can contribute to a reflection of teachers, coordinators and managers in recognizing that an effective search for actions is not necessary, which requires constant reflection of documents, which requires constant participation in improvements and the whole community.