SUMMARY

This study discusses curricular organization and pedagogical design as strategies for implementing differentiated education in rural schools. We investigate how rural schools can organize their practices based on pedagogical design from the perspective of differentiated education, aiming to meet the real educational, sociocultural, and identity needs of rural students. How do teachers develop curricular initiatives that can improve the quality of education offered in rural schools? The aim is to identify how a curriculum based on respect for diversity can support the development of a pedagogical design as a central axis of differentiated educational practices in rural schools in the municipality of Gurupá, state of Pará. The research approach is qualitative and was informed by experiences in two rural schools and by discussions with the teachers of these schools during the Supervised Internships I and II of the Rural Education Program. In the reflections elaborated, we highlighted the pedagogical project as an identity document of rural schools that needs to be better discussed within the collective of rural communities in Gurupá-PA; regarding the perceptions of education professionals, the necessary relationship they establish between the pedagogical project and the quality of teaching was notorious, as they understand that the latter is indispensable in the organization of educational actions based on the peasant reality, in order to embody the directions for rural education that forms and values the rural subject, their traditional knowledge and their place as an educational territory.