Teaching Computing In Rural Education: Toward A Dialogic And Emancipatory Curriculum

Abstract

This article aims to analyze the challenges and possibilities of teaching Computing in Rural Education, focusing on the construction of a dialogic and emancipatory curriculum. It is a qualitative theoretical study based on bibliographic and documentary analysis, grounded in critical pedagogy, particularly the works of Paulo Freire, Saviani, Caldart, Arroyo, and Brandão, as well as normative documents such as the Brazilian National Common Core for Computing (BNCC-Computing) and the National Digital Education Policy. The study is based on the understanding that curriculum constitutes a field of political and cultural dispute, in which social projects and identities are defined. The findings indicate that the implementation of Computing in Basic Education has been predominantly shaped by an urban-centered approach, which overlooks the historical and cultural specificities of rural contexts. It is argued that a dialogically constructed Computing curriculum can articulate scientific and local knowledge, value cultural diversity, strengthen digital citizenship, and expand the conditions for the emancipation of rural subjects. The study concludes that Computing should be understood as a cultural and political practice, contributing to the democratization of knowledge, digital inclusion, and the integral human development of rural populations.