Ocupação da Escola: uma categoria em construção

A Ocupação da Escola, uma prática que ocorre em atividades educacionais formais e não formais, evidenciada historicamente pela luta por escola por parte das camadas populares, com notoriedade na ação do MST – Movimento dos Trabalhadores Rurais Sem Terra. O presente texto, objetiva demonstrar como essa prática de ocupação da escola, configura-se como uma categoria de análise do campo educacional em sua totalidade. Desse modo, busca-se responder se há elementos epistêmicos presentes na referida prática social, que sustentem a condição de categoria para a análise de fenômenos educacionais. As considerações presentes no artigo fazem parte de uma pesquisa mais ampla, que se constituiu de estudos bibliográficos e documentais, sobre os movimentos e as escolas envolvidas. Houve também campo empírico, duas escolas localizadas em assentamentos rurais, um na esfera estadual e outra municipal. No trato com as escolas, houve utilização de pesquisa participante e caderno de campo como parte da metodologia. Os resultados são expostos a partir das dimensões política, coletiva, sociocultural e pedagógica da ocupação da escola. Constata-se, que a ocupação da escola contém elementos que a sustentam enquanto uma pedagogia, uma categoria de análise da prática educativa, tanto do movimento social, quanto, em termos potenciais, no sistema educacional público brasileiro.Palavras-chave: Ocupação da Escola. Formação Humana. Auto-Gestão.School Occupation: a category under constructionAbstractThe school occupation, a practice which occurs in educational activities formal and non-formal, evidenced historically by the fight for school by working classes, with notoriety in the MST action - Landless Workers' Movement This text aims to demonstrate how this practice of occupying the school is configured as a category of analysis of the educational field in its entirety. In this way, we seek to answer whether there are epistemic elements present in the referred social practice, which support the condition of category for the analysis of educational phenomena. The considerations present in the article are part of a broader research, which consisted of bibliographic and documentary studies, on the movements and schools involved. There was also an empirical field, two schools located in rural settlements, one at the state and one at the municipal level. In dealing with schools, participatory research and field notebooks were used as part of the methodology. The results are exposed from the political, collective, socio-cultural and pedagogical dimensions of the school's occupation. It is noted that the school occupation contains elements that support them as pedagogy, a category of analysis of educational practice, both as a social movement, as, in potential terms, the Brazilian public school system.Keywords: School Occupation. Integral Human Formation. Self-Management. Ocupación de la Escuela: una categoría en construcciónResumenLa ocupación de la escuela, una práctica que ocurre en actividades educativas formales y no formales, evidenciada históricamente por la lucha por la escuela por parte del estratos populares, con notoriedad en la acción del MST - Movimiento de Trabajadores Rurales Sin Tierra. Este texto tiene como objetivo demostrar cómo esta práctica de ocupar la escuela, establece como una categoría de análisis del campo educativo en su totalidad. Así, se busca responder si existen elementos epistémicos presentes en la práctica social referida, que apoyan la condición de categoría para el análisis de los fenómenos educativos. Las consideraciones presentes en el artículo son parte de una investigación más amplia, que consistió en estudios bibliográficos y documentales, sobre los movimientos y escuelas involucradas. También había un campo empírico, dos escuelas ubicadas en asentamientos rurales, una a nivel estatal y otra a nivel municipal. Al tratar con las escuelas, se utilizaron la investigación participativa y los cuadernos de campo como parte de la metodologia. Los resultados se exponen a partir de las dimensiones políticas, colectivas, socioculturales y pedagógicas de la ocupación escolar. Certifica-se que la ocupación de la escuela contiene elementos que la apoyan como pedagogía, una categoría de análisis de la práctica educativa, tanto como movimiento social como, en términos potenciales, en el sistema educativo público brasileño.Palabras clave: Ocupación de la Escuela. Formación Humana. Autogestión

MOVIMENTOS SOCIAIS RURAIS E FEMINISMOS: percursos e diálogos na construção do feminismo camponês e popular

<p>Este artigo apresenta uma reflexão sobre alternativas políticas que mulheres camponesas vêm construindo em sua atuação em movimentos sociais rurais no Brasil (no Movimento de Mulheres Camponesas e no Movimento dos Trabalhadores Rurais Sem Terra). A partir de revisão bibliográfica, análise documental, entrevistas e participação em eventos, buscamos compreender como as dirigentes camponesas, organizadas politicamente, têm procurado alternativas às desigualdades nas relações de gênero no meio rural e pensado<br />a construção do feminismo tendo em vista suas vivências no campo. Entendemos que suas reivindicações levam a uma política própria, criada por mulheres para toda a sociedade, da qual emerge esse feminismo ainda em elaboração, mas que já afirma a busca por novas relações de gênero, de produção e com a natureza, a partir das práticas cotidianas do “modo de vida” das mulheres camponesas. Mesmo diante do avanço do neoconservadorismo no Brasil, essas mulheres estão construindo o feminismo camponês e popular como<br />movimento de autonomia e esperança.</p><p><strong>RURAL SOCIAL MOVEMENTS AND FEMINISM: paths and dialogues in the construction of popular peasant feminism</strong><br /><br />This article discusses political alternatives proposed by peasant women during rural social movements in Brazil, such as the Landless Workers Movement (MST) and the Peasant Women Movement (MMC). From bibliographic review,<br />document analysis, interviews, and participation in events, we sought to understand how politically organized peasant women leaders have articulated<br />alternatives to gender inequalities in rural areas and constructed feminism from their experiences in the country field. We perceive that their claims lead to a particular policy, created by women, but aimed for the overall society. From such policy emerges this feminism that, although under construction, already states the search for new gender, production, and nature relations, based on the daily practices of the peasant women. Despite the advance of neoconservatism in Brazil, these women have been building the popular peasant feminism as a movement of autonomy and hope.</p><p>Keywords: Peasant Feminism. Gender. Peasantry. Rural Women. Hope.</p><p><strong>DES MOUVEMENTS SOCIAUX RURAUX ET DES FÉMINISMES: parcours et dialogues dans la construction du féminisme paysan et populaire</strong><br /><br />Cet article refléchit sur des alternatives politiques dont des femmes paysannes sont en train de construire le long des mouvements sociaux ruraux au Brésil(Mouvement des Travailleurs Ruraux Sans-Terre – MST et dans le Mouvement des Femmes Paysannes – MMC).De la revue bibliographique, de l’analyse des documents, de l’ouverture et de la participation à des événements, nous avons cherché à comprendre comment les femmes leaders paysannes politiquement organisées réfléchissent elles-mêmes aux alternatives aux inégalités dans les relations de genre en milieu rural et à la construction du féminisme depuis leurs expériences dans le pays champ. On comprend que leurs<br />revendications ménent à une politique propre, édifié par des femmes pour toute la societé, d’où émerge ce féminisme encore en construction, mais que affirme<br />déjà la recherche de: nouvelles rélations de genre, nouvelles rélations de production et avec la nature, depuis les pratiques quotidiennes du mode de vie<br />des femmes paysannes. Même devant le progrès du néoconservatisme au Brésil, ces femmes sont en train de construire leféminismepaysan et populaireen tant<br />quemouvement d’autonomie et espoir.</p><p>Motsclés: Féminisme Paysan. Genre. Paysannerie. Femmes Rurales. Espoir.</p>

Book review of David Meek. 2020. The political ecology of education: Brazil's landless workers' movement and the politics of knowledge

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Contentious Cogovernance and Prefiguration: A Framework for Analyzing Social Movement–State Relations in Public Education

This article offers a framework for analyzing social movement participation in public education through a focus on universities in Brazil. It builds on the literature on social movement–state relations, participatory governance, and community organizing in schools, drawing on the case of the Brazilian Landless Workers Movement and the National Program for Education in Areas of Agrarian Reform (PRONERA) to illustrate the need to recenter the idea of conflict as a central and ongoing process of social movement participation in public schools and universities. The article also introduces the concept of prefiguration and highlights how students can prefigure in the formal public school system the types of social and economic practices they hope to build in the future. Contentious cogovernance and prefiguration are tools not only for improving educational equity but also for increasing the strength and internal capacity of social movements, paralleling the role Paulo Freire envisioned for nonformal popular education within grassroots organizations.

Escola Itinerante Herdeiros do Saber: uma análise sobre o processo de transformação da “Escola do Ensino” para “Escola do Trabalho”

The article presents a research that has as object of study the Itinerant School Herdeiros do Saber of the Landless Workers Movement, Rio Bonito do Iguaçu, Paraná. The objective of the research was to analyze the process of transforming the pedagogical practices of the “School of teaching” to the “School of work”, from the perspectives of the teachers working in that school. The case study methodology used semi-structured interviews, participant observation and field diary. The research seeks to contribute to the discussions about the school form in the movement of pedagogical transformations of rural schools. The research results show a process of construction of pedagogical practices guided by work as an educational principle, the link between school education and life and the school organization, with different times and spaces. In these areas, the main contradictions present express questions of the centrality of teaching scientific knowledge, of pedagogical and school management practices, of the training of teachers. Finally, it presents some challenges of the school experience analyzed regarding the consolidation of the school's pedagogical proposal, the lack of resources and investment and the political context of the school's social reality.

As memórias como ponto de partida: os projetos pedagógicos como diagnóstico da realidade institucional dos cursos de Licenciatura em Educação do Campo

Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.

Territórios, Territorialidades e Lutas Sociais na Amazônia Oriental

The book discusses the study of territorialities in the Bico do Papagaio mesoregion. New forces and strategies have been emerging as power forces and have inserted themselves in the region. This process is happening due to the creation of public policies and through cultural representations that go beyond state frontiers, promoting the relationship between states and creating a mesoregional unity. This book shows that there are many interrelations of power territoriality involving subjects with different identities of territory, companies, and the Brazilian State, through programs, projects, public policies and the work of public institutions. Specially after the beginning of the military dictatorship, the thinking of the Brazilian State about territory matters is one that has been making plans to and actually using this territory for purposes that are almost always related to the production of commodities. As a result of the actions of the Brazilian State in this territory, it’s possible to observe certain domains (mining companies, hydroelectric plants, livestock farms) working their territorialities with the aim to profit from the exhaustive exploration of the Empreso Brás territory. On the other hand, there are the Landless Workers' Movement (MST) and the quilombolas (descendants of Afro-Brazilian fugitive slaves) who have a completely different approach. Through the years these territorialities produced many collective strategies of power. All these strategies – unions, associations, cooperations, education - are connected to social networks which go beyond the Bico do Papagaio territory. They produce a unique territory, with territorialities and subjects who over the decades, in solidarity, have been empowering themselves to resist the transformations that the Brazilian State makes to the territory, transformations that are in line with the objectives of the national and international capital.