ESCOLAS ITINERANTES DO MST: NARRATIVAS CAMPONESAS DE LUTA, COMPROMISSO E RESISTÊNCIA NO ESTADO DO PARANÁ

• Ano de defesa: 2023
• Autor(a) principal: AMARO, FERNANDA
• Orientador(a): Melo, Alessandro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Pesquisa Narrativa em Educação; Educação e MST; Escolas Itinerantes; Políticas Educacionais para as escolas do Campo
• Palavras-chave em Inglês: Narrative Research in Education; Education and MST; Traveling Schools; Educational Policies for Rural Schools
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/2051

The present dissertation works with the narratives of the peasants of the Itinerant Schools (EI) of the Landless Workers Movement (MST), aiming to analyze how the daily experiences are in relation to the educational policies and the pedagogical work together with the militants of these institutions in Paraná. We emphasize that the EI are, as Bahniuk and Camini (2012) point out, schools inserted in the MST camps, which accompany the struggle for Agrarian Reform, in this way, if the camp changes location, the school takes off together. We take as main objective to analyze how educational policies are experienced by those involved with the education of the MST Itinerant Schools, these being teachers, managers, intellectuals and, above all, militants of these institutions, in the state of Paraná. To carry out the investigation, we resorted to narrative research in order to understand, together with the subjects truly related to the Movement's education, the ways in which these individuals experience educational policies mediating their work. The theoretical contribution aimed to contextualize the investigation and prepare for field research, with that we rely on the writings of Rivas Flores (2020), Rivas Flores, et al (2022), Sapelli, Leite and Bahniuk (2019), Caldart (2009) , Camini (1998), Gehrke (2015), Megías and Rivas Flores (2017), Melo (2022), among others. We observed with the narratives that educational policies do not consider the specificities of Education of the Movement, nor do they favor Itinerant Schools, or even settlement schools, with the minimum necessary for the performance of tasks imposed by the State itself. With that, we question ourselves about the class character of the State, in tracing tasks so that the emancipatory education worked by the peasants becomes more and more challenging. However, this is not a reality accepted by the MST, which continues to resist.