SPATIALIZATION OF FIELD EDUCATION IN PARANA: A FORM OF RESISTANCE MST

• Autor(a) principal: Cecílio, Maria Aparecida
• Data de Publicação: 2011
• Outros Autores: Puziol, Jeinni Kelly Pereira, Silva, Irizelda Martins de Souza e
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• DOI: 10.4025/tpe.v13i2.15482
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15482
• topic: Geographical Space; Field Education; MST; espacio geográfico; Educación Rural; del MST; Espaço Geográfico; Educação do Campo; MST

The contradiction inherent to the capitalist mode of production in their conditions of globalization shows that it isstill possible to oppose the homogenization exploratory economic society which is submitted and dare to think about new forms of socio-spatial organization. The Movement of Landless Rural Workers (MST) is a profound example of resistance of the modus operandi and modus vivendi of the capital. He has worked in Brazil since the 1980s and expanded its influence throughout Latin America. Their struggle is linked to the Project for Agrarian Reform in a country, Brazil, where the concentration of income is in tenth place in world ranking. However, his struggles are beyond the agrarian reform, the MST seeks a popular agriculture anchored on the principles ofagroecology, housing and  decent life in the countryside, the democratization of communication and education.This type of education is not only the search for the right to education, but linked to the construction of the peasant reality and political intentionality of the Movement and, therefore, is called the FieldEducation. Besides the camps, forms of pressure and settlements, effecting the fight, the school is also part of the compositional strength of the movement that reflects its  formative. This paper will address the spatialization of Field  Education, through a mapping, specifically in the Parana, where there is the presence of the following educational methods: primary and secondary education, adult education, technical and higher education. The theoretical and methodological framework is founded on the dialectical relationship between economic capital and social life.