Reflexes of food and food production themes in the National Curricular Common Base and in the Gaucho Curriculum Reference and its echoes in a rural school

This paper aims to analyze how food, agriculture and food production themes are treated, in the sense of producing a reflection about food security and agroecology in the following official documents that conduct the curriculum of basic teaching in schools in the state of Rio Grande do Sul/Brazil: National Common Curricular Base (BNCC) and Gaucho Curriculum Reference (RCG) and Gaucho Curricular Reference High School (RCGEM). This analysis also seeks to reflect on experiences reported by teachers in Natural Sciences disciplines on a High School from a rural school context, in line with the guidelines of School's Political Administrative Pedagogical Project (PPAP), with a view to point out convergences, possibilities and difficulties for the insertion of the topics under study. Methodologically, a documental analysis of the school’s BNCC, RCG and RCGEM and PPAP was carried out. It also includes data obtained by interviews with teachers, data that was analyzed by Discursive Textual Analysis, from which emerged the following categories: identity with rural life and school, pedagogical experiences developed, systematized knowledge involved and concerns and insecurities. Among the results, the convergence between the skills proposed in the official documents, the school's conceptions and the experiences already developed by the teachers point out the pertinence of pedagogical work based on the proposed theme.