2026-02-122026-02-122026-01-29DAMASCENO, Amanda de Paula. O documento curricular do município de Acará: um estudo acerca do conteúdo da educação do/no campo. Orientadora: Joyce Otânia Seixas Ribeiro. 2026. 28 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Acará, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9208. Acesso em:.https://bdm.ufpa.br/handle/prefix/9208This article investigates the curriculum policy of the municipality of Acará, Pará, and its specificities regarding Rural Education. The central research problem seeks to identify whether the municipal curriculum proposal meets the needs and particularities of rural schools. The general objective is to reflect on whether the curriculum document meets the specificities of rural schools, while the specific objectives reflect on the notion of curriculum and rural school in the official curriculum, as well as analyze whether the selection of content meets the specificities of rural schools, and the teachers' views on the specificities of the curriculum for rural schools. The theoretical framework is based on authors such as Sacristán (2013), Arroyo (2004), Molina (2006), and Alves (2018). The research approach is qualitative, through document analysis and semi-structured interviews with teachers working in the municipality's public school system. The results indicate that, for the DCMA (Municipal Curriculum Guidelines for Rural Education), rural education needs to consider local knowledge and identities in order to be rich and emancipatory. The curriculum is considered a decisive element in the selection and ordering of the content to be taught, always based on the reality and culture of the countryside. Although the DCMA (Curriculum Guidelines for Rural Areas) foresees knowledge focused on the Amazonian reality and peasant identity, the selection of content is carried out according to the curricular components of the pedagogical tradition and only partially meets the specificities of rural schools, insofar as it lacks content about this reality. The teachers' view of the official curriculum is that the content for rural schools still needs to include knowledge about the territory, culture, environment, and others. I conclude that the DCMA needs to be restructured, including a specific proposal that considers the culture, work, and territory of rural communities to guarantee learning with real meaning and for the recognition of their identities.Acesso AbertoPolítica curricularEducação do campoConteúdo escolarCurriculum policyRural educationSchool contenteCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil