This article calls into question issues related to the curricular experiences of a country school located in a settlement in Nobres, Mato Grosso, Brazil. The scope is to analyze curricular propositions that seek to articulate local demands and knowledge with orientations expressed in the National Curriculum Common Core, in times of crisis in science. It is given centrality to the challenges of the inclusion of country students in a context marked by curricular policies that establish generalized standards of knowledge, skills and evaluation, in the name of the quality of teaching. Theoretical support is sought in cultural studies to analyze data extracted from documents and narratives of teachers that school surveyed. It is argued in favor of curricular production methodologies that respect differences as a way to ensure the feeling of belonging to an educational institution attentive to the singularities of its own space