Vivências da pedagogia do movimento em escolas de assentamentos-MST/ES

• Ano de defesa: 2013
• Autor(a) principal: França, Dalva Mendes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Countryside education; Pedagogy of MST / Schools; Social transformation; Educação do campo; Pedagogia do MST/Escolas; Transformação social; Educação; Escolas; Mudança social; Movimento dos Trabalhadores Rurais Sem Terra; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1926

This study discusses the education to the Landless Workers´ Movement (MST) and aimed to analyze education practices developed in the settelement schools in the North of Espírito Santo, in order to understand the role of the Movement in the development of the Education Project and the strenghtness point of the school; contextualizing the MST/ES history of struggle to guarantee the right to schooling, the contributions from the settlement schools to the process of re-construction and strive of the Movement are raised, as well as the possible contradictions of their educational practices about the Political Pedagogical Project of MST, in order to systematize their Education Proposal in Espirito Santo. Qualitative in nature, this study had its theoretical and methodological bases on the Dialectical Materialism History noting that the research and the knowledge building come from the social practice and it is destined to social practice. Having the participatory research as a methodological strategy, the study worked with the following tools and techniques of data collection: interviews, questionnaires, document analysis, field journal, informal talk, observations experienced in the schools surveyed. Participants were students, teachers, militants from the Education Sector of MST, coordinators of the schools Settlements and State and Regional leaders of other organizational sectors of the Movement. The results show the consolidation of MST educational practices which corroborate whith the educational development of the Landless Movement subjects understanding the Movement as the main actor in the educational process. This fact serves as the bases to guide these schools pedagogy aiming to strenghthen MST fights by reporting the wounds left by the Capital and fighting for public policies to the schooling of the countryside people. However, some experiments also reproduce capitalist practices opposed to the Education Project and the MST society grounded in the human development and on the principle of social justice