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The narrative curriculum in rural childhood education: reflections for a pedagogical dialogue


In this essay we approximate the conceptions of narrative curriculum and children’s education in the countryside to propose a pedagogical dialogue about infants and young children living in rural areas of Brazil. The challenge is the complex care given to the diversity of the rural children and the pedagogical practices. We inquire about the constitution of a narrative curriculum, articulator of children’s knowledge and actions, organically linked to the ways of being and producing life in the field.

Rural childhood education; Narrative curriculum; Pedagogical dialogue

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