Reforma agrária e educação no campo : as contradições do Pronera em Alagoas (1998-2008)

• Ano de defesa: 2014
• Autor(a) principal: Santos, Raqueline da Silva
• Orientador(a): Ramos Filho, Eraldo da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Geografia
• País: BR
• Palavras-chave em Português: Geografia rural; Reforma agrária; Educação rural; Escolas rurais; Assentamentos humanos; Geografia agrícola
• Palavras-chave em Inglês: Rural education; Agrarian question; Territory
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: https://ri.ufs.br/handle/riufs/5546

This master thesis aims to discuss agrarian reform and Countryside Education, analyzing the development of the National Program of Education in Agrarian Reform (Programa Nacional de Educação na Reforma Agrária - PRONERA) in Alagoas on the period between 1998 and 2008. This study intends to show that PRONERA´s development in Alagoas diverged from the proposal of education discussed in For a Countryside Education movement, which conceives education taking into consideration the peasant way of life. Considering the fight for the land of the socioterritorial movements in pursuit of acceptance of the right to an education conceived based upon the peasantry´s reality, we discuss the movement´s actions and political strategies in the fight for the rights that behoove them. Manifestations and occupancies are necessary acts to press the government to effectuate the land expropriation and to financiate programs that attend the necessities of the territories already conquered. These territories materialized in the settlements have to be considered as a reterritotialization process of the peasantry in the countryside. Thus, it is the fight for land, education and for technical assistance that raise possibilities to the peasantry to reaffirm itself as a class. It is in this class conflict the socioterriorial movements have discussed Countryside Education, considered as an education with ideological, political, cultural and social qualities. This fight is historic and has been discussed constantly due to land reform is a social problem as education is, because both extend in the history and have influenced life in society as a whole. The first problem is structured based upon the fight against the high concentration of land ownership that centralizes the power in the hands of a small Brazilian elite. This centralization generates social and economic inequality and stimulates a high degree of expansion of poverty in favor of an economic expansion. The second one is initially restricted to a human formation of the dominant class that, along the history, allows education be extended to workers´ class based on their own interests. The methodology that permeated this study is based on literature review and documentary research: reports, processes and covenants that explain PRONERA´s development and its partnerships. The analysis of the program and of the invested resources and the interview done with people involved were essencial steps to learn about the processes that constituted PRONERA in Alagoas. In the debate over land reform and Countryside Education we have an intense fight for the rights to land and education based on the peasantry´s reality. To analyze this debate, we based our study in two paradigms: Paradigm of the Agrarian Question and Paradigm of the Agrarian Capitalism. These paradigms explain agrarian question under two different perspectives that rearrange the peasantry´s role in the countryside. Considering this theoretical reference, we analyze the fight for Countryside Education, the PRONERA construction and its contradictions in Alagoas state. In these conflict territories between capital and peasantry we investigate the social relations that undertake the debate in question.