TESES E DISSERTAÇÕES SOBRE EDUCAÇÃO DO CAMPO DOS PROGRAMAS DE PÓS-GRADUAÇÃO EM EDUCAÇÃO DA REGIÃO NORTE.

This essay intends to analyze different conceptions of curriculum regarding the basic qualification process of rural educators, as perceived in the theses and dissertations produced by Education Graduate Schools of federal universities in the North of Brazil, between the years of 2014 and 2020. In order to gather those scientific productions, we have accessed the Theses and Dissertations Archive (Banco de Teses e Dissertações) of the aforementioned universities. The examination showed that these conceptions of curriculum are centered on critical curricular theories; among the critical theories, there is a majority of studies based on historical-dialectical materialism. Nine out of the twelve projects analyzed use this theoretical and methodological approach as their foundation. The research has also revealed a paradox, which we might be able to interpret through the lens of contradiction. On one hand, the theoretical debates present in the theses and dissertations on rural educators' qualification process highlight the need for curricular projects tailored for the specifications of the sociopolitical, economic, cultural, territorial, and pedagogical context they live in. On the other hand, the empiric data from these researches show that these specifications remain only on paper, and unveil hegemonic curricular practices, moved by capitalist interests, and disconnected from the guidelines of rural education and related critical approaches. [ABSTRACT FROM AUTHOR]