Os Processos de Formação na Educação de Jovens e Adultos: a "panha" dos girassóis na experiência do PRONERA MST/ES

• Autor(a) principal: Oliveira, Edna Castro de
• Data de Publicação: 2005
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal Fluminense (RIUFF)
• Texto Completo: https://app.uff.br/riuff/handle/1/18073
• topic: Educadores; Educação de jovens e adultos; Programa Nacional de Educação na Reforma Agrária; PRONERA; MST; Professores; Formação; Brasil; Educação de adultos; Trabalhadores rurais; Espírito Santo(ES); Movimento dos Trabalhadores Rurais Sem-Terra; Landless Rural Workers´ Movement; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The aim of this study is to find new ways of exploring the concept of Bildung as made up of multiple elements which are here brought together under three major categories: experience, Bildung experience and experience-made knowledge. Such elements are examined in the light of pedagogical actions carried out by landless educators of the Movimento dos Trabalhadores Rurais Sem Terra (MST)1 within the Agrarian Reform National Program in Education (PRONERA), in the State of Espírito Santo. By questioning the line of thought predominant in educational institutions which have emphasized the prescriptive and teleological aspects of Bildung, the study subverts the logic implicit in it and focuses on the meanings underlying the educational experience of those subjects, the educators, thus opening up, from a poetical approach of Bildung, possibilities of viewing it in a broader sense, starting from elements such as return to self, self-reading and world reading, time and space in Bildung, and the teacher as personage: in a movement between the ideas of Paulo Freire and the ignorant master of Jacques Rancière. Starting from those elements, in association with the data collected in the context of talks with those educators, in which they report their experiences, as well as the elements extracted from MST teacher-educational policies, one can observe that MST teachereducational practice has absorved, in a certain way, the broader meaning which is itself characterized by a nomad course along which someone becomes an educator of youngsters and adults. At the same time, evidence has shown tensions unique to MST, a social movement set in action by the masses, which views Bildung as a means to raising land settlers´ conscience of their cultural standing, developping their self-consciousness and strengthening the Movement´s political and ideological unity. This is the context in which we attempt to understand MST´s praxis. By so doing, this study emphasizes the importance of listening to those educators and respecting their experience-made knowledge, in order to be able to identify its potential force and use it as input for the designing of the Movement´s educational project, now in process, and as propeller to new vistas.