QUEM IRÁ ASSUMIR ESSA CULPA? UMA HISTÓRIA DE PROCESSOS EDUCATIVOS (EM MATEMÁTICA) EM UM POLO EDUCACIONAL DO ASSENTAMENTO NOVA ERA

• Ano de defesa: 2025
• Autor(a) principal: GLEISSON SANTOS DE OLIVEIRA
• Orientador(a): Carla Regina Mariano da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: educação do campo; sala multisseriada; história oral; educação matemática.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/11529

This master's research builds a story not only about, but with the Community, addressing the creation, formation, experiences and extinction of a rural educational center located in the Nova Era Settlement, in the municipality of Ponta Porã, state of Mato Grosso do Sul. The study focuses on the history of the Nova Era Settlement in the struggle for land and education. Using the Oral History methodology, the research records the narratives of residents and educators about the conditions of access and permanence of education in the community, including the implementation, operation and closure of the José Eduardo Prates Rural Municipal School - Nova Era Extension. In addition, the work discusses the context of rural education in and from the countryside, as well as teaching in multi-grade classrooms, highlighting the importance of valuing the stories of historically marginalized groups. More than that, it seeks to record and echo their voices, aiming to announce and denounce the denial of rights in lives re-existing in the face of urban centrism (Arroyo, 2023), being "on the outside" (Kilomba, 2019). The research makes available to readers nine textualizations and documents (personal archives) used to compose the tenth narrative that presents itself as an (almost) autobiographical narrative of the researcher. This account brings the history of this group to the discussion based on four movements: the school in the camp; the school in the settlement; the (mathematics) classes at the settlement school and the closing of the school. Producing a narrative that is both personal and collective was a challenge, as it required recognizing, integrating and valuing the unique contributions of each participating voice to the researcher's direct experience in this story. Among so many challenges documented throughout this work, it is worth asking who will pay the blame for the denial of the right to education (mathematics) of this group for whom life was almost good, all that was missing was land.