Na espera da reforma agrária, a conquista da escola: a escola de emergência no acampamento do MST em Querência do Norte [1989-1993]

• Ano de defesa: 2023
• Autor(a) principal: Comilo, Maria Edi da Silva
• Orientador(a): Bosi, Antonio de Pádua
• Banca de defesa: Antonio, Clésio Acilino , Coimbra, Camila Lima , Amboni, Vanderlei , Souza, Aparecida Darc de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Marechal Cândido Rondon
• Programa de Pós-Graduação: Programa de Pós-Graduação em História
• Departamento: Centro de Ciências Humanas, Educação e Letras
• País: Brasil
• Palavras-chave em Português: MST; Ocupação; Acampamento; Escolas de emergência
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:HISTÓRIA
• Link de acesso: https://tede.unioeste.br/handle/tede/7221

This analysis the struggle for education that begins in the MST camps in the northwest region of the State of Paraná. The land creates a new identity for men and women and a new meaning of struggle, which is the struggle for education in the space of the struggle for land. In this thesis, our purpose is to analyze a public school that emerges in the MST camp, in Querência do Norte, called Emergency Schools, from 1988 to 1993, to learn about the educational practices of the Landless Rural Workers Movement, and the meanings for the construction of an education project, which prioritizes in its work the formation of social and political awareness, which permeates school work. For an analysis of the educational practices of the MST in the camps, it comprises an organization of the school and how it is forged in the capitalist system that does not accept the forms of associations present in the MST. We identified how the practice of educational work is constituted, as it is inscribed in the articulation of tensions between the MST and the state. We developed an interlocution that discusses the theme, through which we analyze emergency schools. The study is linked in conjunction with the historical scenario of the experiences woven in the struggles for public policies that guarantee the policy of Education in and in the Field. To that end, we analyzed the MST Documents, relating to schools, and the official documents that authorized the municipality to create schools in the camp. In addition to primary sources, oral statements were made with educators, students, parents and community members who are now settled. In this process, the historical process will be recovered through oral history, memories of the camps, the construction and organization of schools and the process of pedagogical training for the education of the campers.