Educação e território: o protagonismo do movimento dos trabalhadores rurais sem terra na luta pela educação do campo no assentamento Roseli Nunes em Santana do Livramento/RS

Abstract

Capital aims to promote the destruction of the peasantry, expanding the production space and (re)defining social relations in the territory from a profitable perspective. In opposition to this process, one of the largest global movements emerges in the social context, under the acronym MST (Movimento dos Trabalhadores Rurais Sem Terra), whose main problematization is based on the project inherent to the Agrarian Reform in Brazil, symbolizing an example of struggle what happens in society against the capitalist system, since from its origins it seeks actions that guarantee rights and citizenship to men and women, in addition to a piece of land to live and plant. In view of the trajectory constituted by the MST in the educational field, we seek to problematize the following research question: Are the subjects settled by the Agrarian Reform project protagonists in the maintenance and strengthening of the Roseli Nunes Elementary School in the Municipality of Santana do Livramento? Therefore, the present research presents as a general objective to problematize the role of the MST in the process of educational territorialization in the Roseli Settlement in Santana do Livramento/RS, and the specific ones are: a) To understand the historicity of the MST and the pedagogical knowledge constituted in the course of struggle for land and maintenance of conquered territory; b) Knowing the educational reality of rural schools in the Municipality of Santana do Livramento, directing a critical look at the school inserted in the settlement under study; c) Understand the spaces-times constituted by the Municipal Education Department together with the community and school and, finally, d) Investigate the difficulties that emerged in the schooling process of the students of the settlement in this pandemic process. In an attempt to fulfill the objectives of this work, a qualitative approach anchored in the dialectical method was used, which made it possible to investigate the antagonisms inherent to the strengthening of Rural Education in the territory built from the confrontation for the realization of agrarian reform, as it was also possible to understand the settlement involved in the research, as a school peasant territory starring.