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Advisor(s)
Abstract(s)
A presente pesquisa tem como objetivo analisar a escola do campo e a Proposta Pedagógica
do MST, investigando a concepção de educação do MST e a proposta para a escola do campo.
Sabe-se que o MST agrega em sua luta a educação e Reforma Agrária, por entender que a
conquista da terra nada adiantaria se não vier agregada a uma educação voltada para os
interesses dos trabalhadores, especificamente, dos rurais. Foi pensando dessa forma que o
Movimento travou verdadeiras batalhas no campo educacional para garantir uma escola
especifica e diferente para o meio rural. Para tanto encabeçou junto a outras entidades, um
movimento autodenominado “Por uma Educação do Campo” cujas bases partem do princípio
que o mundo rural é diferente do urbano, logo ambos não fazem parte de uma mesma
totalidade. Contudo, mesmo sendo o mais importante movimento social do campo, observa-se
neste alguns pontos equivocados, um deles o fato do Movimento advogar uma escola e
educação especifica para zona rural, sem considerar a heterogeneidade do próprio campo. O
outro, o fato deste Movimento não perceber que a escola do campo e o MST estão
caminhando, por vezes, em sentido contrário, mesmo não opostos, diga-se de passagem.
Desenvolvendo como resultado nesta dinâmica uma escola hibrida que ora se alinha ao
ideário do Movimento ora estar alheia a suas ações. Conclui-se dessa forma, que a zona rural
não necessita de uma escola especifica e diferente, ela precisa de escola de qualidade, onde o
conhecimento e a troca de saberes possam ser construídos e compartilhados. Para chegar a
esta conclusão e aos objetivos aqui propostos os percursos metodológicos foram consultas em
bibliografias e revistas especializadas, entrevistas com adolescente e jovens do assentamento
que resultaram na coleta de dados e no registro aqui apresentado.
The present research aims to analyze the rural school and the Pedagogical Proposal of the MST, investigating the conception of MST education and the proposal for the rural school. It is known that the MST adds in its struggle Education and Agrarian Reform, because it understands that the conquest of the land would be of no use unless it is added to an education focused on the interests of the workers, specifically, the rural ones. It was thinking in this way that the Movement fought real battles in the educational field to guarantee a specific and different school for the rural environment. In order to do so, he headed a movement called "For an Education of the Field", together with other entities, whose bases assume that the rural world is different from the urban one, so that both are not part of the same totality. However, even though it is the most important social movement in the countryside, we can see that there are some mistaken points, one of which is the fact that the Movement advocates a specific school and education for rural areas, without considering the heterogeneity of the field itself. On the other hand, the fact that this Movement does not realize that the country school and the MST are sometimes moving in the opposite direction, even if they are not opposites, by the way. Developing as a result in this dynamic a hybrid school that sometimes aligns itself to the ideology of the Movement or to be alien to its actions. It is concluded that the rural area does not need a specific and different school, it needs a quality school, where knowledge and the exchange of knowledges can be built and shared. In order to reach this conclusion and the objectives proposed here, the methodological courses were consultations in bibliographies and specialized journals, interviews with adolescents and young people from the settlement that resulted in the data collection and in the registry presented here.
The present research aims to analyze the rural school and the Pedagogical Proposal of the MST, investigating the conception of MST education and the proposal for the rural school. It is known that the MST adds in its struggle Education and Agrarian Reform, because it understands that the conquest of the land would be of no use unless it is added to an education focused on the interests of the workers, specifically, the rural ones. It was thinking in this way that the Movement fought real battles in the educational field to guarantee a specific and different school for the rural environment. In order to do so, he headed a movement called "For an Education of the Field", together with other entities, whose bases assume that the rural world is different from the urban one, so that both are not part of the same totality. However, even though it is the most important social movement in the countryside, we can see that there are some mistaken points, one of which is the fact that the Movement advocates a specific school and education for rural areas, without considering the heterogeneity of the field itself. On the other hand, the fact that this Movement does not realize that the country school and the MST are sometimes moving in the opposite direction, even if they are not opposites, by the way. Developing as a result in this dynamic a hybrid school that sometimes aligns itself to the ideology of the Movement or to be alien to its actions. It is concluded that the rural area does not need a specific and different school, it needs a quality school, where knowledge and the exchange of knowledges can be built and shared. In order to reach this conclusion and the objectives proposed here, the methodological courses were consultations in bibliographies and specialized journals, interviews with adolescents and young people from the settlement that resulted in the data collection and in the registry presented here.
Description
Keywords
Educação Movimento dos trabalhadores rurais sem terra Escola do campo Education Movement of landless rural workers School of the field