The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak
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Data de Publicação: | 2024 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589 |
Resumo: | ABSTRACT. The purpose of this article is to reflect on the contributions of Pistrak’s (2011) educational thinking to the development of the pedagogical proposal of the Movimento Sem Terra (MST), highlighting how the MST draws inspiration from the theories of the Soviet pedagogue in shaping its proposal. Additionally, the text discusses Marx’s (2013) concept of omnilateral education, which involves the comprehensive formation of the human being in all its dimensions. The analysis presented emphasizes how the educational proposal of the MST contrasts with the capitalist educational model, focusing on the self-organization of learners, the relationship between school and social practice, and education geared towards social transformation. The methodology employed in this research consisted of descriptive research, combined with bibliographic and documentary approaches. The analysis of the collected data was conducted through the application of Historical-Dialectical Materialism as the main analytical tool. The results indicate that the MST experiments with and promotes the theoretical and methodological foundations of socialist pedagogy. It underscores the movement's commitment to the working class, its struggle for agrarian reform and education, and how the pedagogical proposal aligns with the movement's political project in pursuit of deeper social transformations. The analysis also highlights the importance of forming individuals engaged in social transformation, and the direct connection between MST education and socialist principles. |
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The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. PistrakThe pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. PistrakLa pedagogía del Movimiento Sin Tierra y las contribuciones del pensamiento educativo de M. M. Pistrak.The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. PistrakA pedagogia do Movimento Sem Terra e as contribuições do pensamento educacional de M. M. PistrakABSTRACT. The purpose of this article is to reflect on the contributions of Pistrak’s (2011) educational thinking to the development of the pedagogical proposal of the Movimento Sem Terra (MST), highlighting how the MST draws inspiration from the theories of the Soviet pedagogue in shaping its proposal. Additionally, the text discusses Marx’s (2013) concept of omnilateral education, which involves the comprehensive formation of the human being in all its dimensions. The analysis presented emphasizes how the educational proposal of the MST contrasts with the capitalist educational model, focusing on the self-organization of learners, the relationship between school and social practice, and education geared towards social transformation. The methodology employed in this research consisted of descriptive research, combined with bibliographic and documentary approaches. The analysis of the collected data was conducted through the application of Historical-Dialectical Materialism as the main analytical tool. The results indicate that the MST experiments with and promotes the theoretical and methodological foundations of socialist pedagogy. It underscores the movement's commitment to the working class, its struggle for agrarian reform and education, and how the pedagogical proposal aligns with the movement's political project in pursuit of deeper social transformations. The analysis also highlights the importance of forming individuals engaged in social transformation, and the direct connection between MST education and socialist principles.ABSTRACT. The purpose of this article is to reflect on the contributions of Pistrak’s (2011) educational thinking to the development of the pedagogical proposal of the Movimento Sem Terra (MST), highlighting how the MST draws inspiration from the theories of the Soviet pedagogue in shaping its proposal. Additionally, the text discusses Marx’s (2013) concept of omnilateral education, which involves the comprehensive formation of the human being in all its dimensions. The analysis presented emphasizes how the educational proposal of the MST contrasts with the capitalist educational model, focusing on the self-organization of learners, the relationship between school and social practice, and education geared towards social transformation. The methodology employed in this research consisted of descriptive research, combined with bibliographic and documentary approaches. The analysis of the collected data was conducted through the application of Historical-Dialectical Materialism as the main analytical tool. The results indicate that the MST experiments with and promotes the theoretical and methodological foundations of socialist pedagogy. It underscores the movement's commitment to the working class, its struggle for agrarian reform and education, and how the pedagogical proposal aligns with the movement's political project in pursuit of deeper social transformations. The analysis also highlights the importance of forming individuals engaged in social transformation, and the direct connection between MST education and socialist principles.RESUMEN. El objetivo de este artículo es reflexionar sobre las contribuciones del pensamiento educativo de Pistrak (2011) en la construcción de la propuesta pedagógica del Movimiento de los Trabajadores Rurales Sin Tierra (MST), destacando cómo el MST se inspira en las teorías del pedagogo soviético en la elaboración de su propuesta. Además, el texto discute la concepción de educación omnilateral propuesta por Marx (2013), que implica la formación integral del ser humano en todas sus dimensiones. El análisis presentado resalta cómo la propuesta educativa del MST contrasta con el modelo educativo capitalista, con énfasis en la autoorganización de los educandos, en la relación entre la escuela y la práctica social, y en la formación orientada hacia la transformación social. La metodología empleada en esta investigación consistió en la utilización de la investigación descriptiva, junto con el enfoque bibliográfico y documental. El análisis de los datos recopilados se realizó mediante la aplicación del Materialismo Histórico-dialéctico como principal herramienta analítica. Los resultados indican que el MST experimenta y fomenta la viabilidad real de la implementación de métodos educativos basados en los fundamentos teóricos y metodológicos de la pedagogía socialista, y enfatiza su compromiso con la clase trabajadora, su lucha por la reforma agraria y la educación, y cómo la propuesta pedagógica está alineada con el proyecto político del movimiento en busca de transformaciones sociales más profundas. El análisis también destaca la importancia de formar sujetos comprometidos con la transformación social, y la conexión directa entre la educación del MST y los principios socialistas.ABSTRACT. The purpose of this article is to reflect on the contributions of Pistrak’s (2011) educational thinking to the development of the pedagogical proposal of the Movimento Sem Terra (MST), highlighting how the MST draws inspiration from the theories of the Soviet pedagogue in shaping its proposal. Additionally, the text discusses Marx’s (2013) concept of omnilateral education, which involves the comprehensive formation of the human being in all its dimensions. The analysis presented emphasizes how the educational proposal of the MST contrasts with the capitalist educational model, focusing on the self-organization of learners, the relationship between school and social practice, and education geared towards social transformation. The methodology employed in this research consisted of descriptive research, combined with bibliographic and documentary approaches. The analysis of the collected data was conducted through the application of Historical-Dialectical Materialism as the main analytical tool. The results indicate that the MST experiments with and promotes the theoretical and methodological foundations of socialist pedagogy. It underscores the movement's commitment to the working class, its struggle for agrarian reform and education, and how the pedagogical proposal aligns with the movement's political project in pursuit of deeper social transformations. The analysis also highlights the importance of forming individuals engaged in social transformation, and the direct connection between MST education and socialist principles.O objetivo deste artigo é refletir sobre as contribuições do pensamento educacional de Pistrak (2011) na construção da proposta pedagógica do Movimento Sem Terra (MST), destacando como o MST se inspira nas teorias do pedagogo soviético na elaboração da sua proposta. Além disso, o texto discute a concepção de educação omnilateral, proposta por Marx (2013), que envolve a formação integral do ser humano em todas as suas dimensões. A análise apresentada ressalta como a proposta educacional do MST contrasta com o modelo educacional capitalista, com ênfase na auto-organização dos educandos, na relação entre escola e prática social, e na formação voltada para a transformação social. A metodologia empregada nesta pesquisa consistiu em pesquisa descritiva, aliada à abordagem bibliográfica e documental. A análise dos dados coletados foi conduzida mediante a aplicação do Materialismo Histórico-dialético como principal ferramenta analítica. Os resultados indicam que o MST experimenta e fomenta a viabilidade real da implementação de métodos educacionais baseados nos fundamentos teóricos e metodológicos da pedagogia socialista e enfatiza o seu compromisso com a classe trabalhadora, sua luta por reforma agrária e educação, e como a proposta pedagógica está alinhada com o projeto político do movimento em busca de transformações sociais mais profundas. A análise também destaca a importância de formar sujeitos engajados na transformação social, e na conexão direta entre a educação do MST e os princípios socialistas. Palavras-chave: Movimento Sem Terra, pedagogia soviética, educação popular. The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak ABSTRACT. The purpose of this article is to reflect on the contributions of Pistrak’s (2011) educational thinking to the development of the pedagogical proposal of the Movimento Sem Terra (MST), highlighting how the MST draws inspiration from the theories of the Soviet pedagogue in shaping its proposal. Additionally, the text discusses Marx’s (2013) concept of omnilateral education, which involves the comprehensive formation of the human being in all its dimensions. The analysis presented emphasizes how the educational proposal of the MST contrasts with the capitalist educational model, focusing on the self-organization of learners, the relationship between school and social practice, and education geared towards social transformation. The methodology employed in this research consisted of descriptive research, combined with bibliographic and documentary approaches. The analysis of the collected data was conducted through the application of Historical-Dialectical Materialism as the main analytical tool. The results indicate that the MST experiments with and promotes the theoretical and methodological foundations of socialist pedagogy. It underscores the movement's commitment to the working class, its struggle for agrarian reform and education, and how the pedagogical proposal aligns with the movement's political project in pursuit of deeper social transformations. The analysis also highlights the importance of forming individuals engaged in social transformation, and the direct connection between MST education and socialist principles. Keywords: Landless Workers' Movement, soviet pedagogy, popular education. La pedagogía del Movimiento Sin Tierra y las contribuciones del pensamiento educativo de M. M. Pistrak. RESUMEN. El objetivo de este artículo es reflexionar sobre las contribuciones del pensamiento educativo de Pistrak (2011) en la construcción de la propuesta pedagógica del Movimiento de los Trabajadores Rurales Sin Tierra (MST), destacando cómo el MST se inspira en las teorías del pedagogo soviético en la elaboración de su propuesta. Además, el texto discute la concepción de educación omnilateral propuesta por Marx (2013), que implica la formación integral del ser humano en todas sus dimensiones. El análisis presentado resalta cómo la propuesta educativa del MST contrasta con el modelo educativo capitalista, con énfasis en la autoorganización de los educandos, en la relación entre la escuela y la práctica social, y en la formación orientada hacia la transformación social. La metodología empleada en esta investigación consistió en la utilización de la investigación descriptiva, junto con el enfoque bibliográfico y documental. El análisis de los datos recopilados se realizó mediante la aplicación del Materialismo Histórico-dialéctico como principal herramienta analítica. Los resultados indican que el MST experimenta y fomenta la viabilidad real de la implementación de métodos educativos basados en los fundamentos teóricos y metodológicos de la pedagogía socialista, y enfatiza su compromiso con la clase trabajadora, su lucha por la reforma agraria y la educación, y cómo la propuesta pedagógica está alineada con el proyecto político del movimiento en busca de transformaciones sociales más profundas. El análisis también destaca la importancia de formar sujetos comprometidos con la transformación social, y la conexión directa entre la educación del MST y los principios socialistas. Palabras clave: Movimiento Sin Tierra, pedagogía soviética, educación popular.Universidade Federal do Tocantins2024-04-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589Brazilian Journal of Rural Education; Bd. 9 (2024): Publicação Contínua / Continuous Publication; e18589Brazilian Journal of Rural Education; Vol. 9 (2024): Publicação Contínua / Continuous Publication; e18589Revista Brasileña de Educación Rural; Vol. 9 (2024): Publicação Contínua / Continuous Publication; e18589Brazilian Journal of Rural Education; Vol. 9 (2024): Publicação Contínua / Continuous Publication; e18589Revista Brasileira de Educação do Campo; v. 9 (2024): Publicação Contínua / Continuous Publication; e185892525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589/22260https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589/22261Copyright (c) 2024 Lidianny Nascimento Fonseca, Mário Borges Nettohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNascimento Fonseca, LidiannyBorges Netto, Mário2024-04-02T14:14:51Zoai:ojs.revista.uft.edu.br:article/18589Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-04-02T14:14:51Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak La pedagogía del Movimiento Sin Tierra y las contribuciones del pensamiento educativo de M. M. Pistrak. The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak A pedagogia do Movimento Sem Terra e as contribuições do pensamento educacional de M. M. Pistrak |
title |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak |
spellingShingle |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak Nascimento Fonseca, Lidianny |
title_short |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak |
title_full |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak |
title_fullStr |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak |
title_full_unstemmed |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak |
title_sort |
The pedagogy of the Landless Workers' Movement and the contributions of the educational thought of M. M. Pistrak |
author |
Nascimento Fonseca, Lidianny |
author_facet |
Nascimento Fonseca, Lidianny Borges Netto, Mário |
author_role |
author |
author2 |
Borges Netto, Mário |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Nascimento Fonseca, Lidianny Borges Netto, Mário |
description |
ABSTRACT. The purpose of this article is to reflect on the contributions of Pistrak’s (2011) educational thinking to the development of the pedagogical proposal of the Movimento Sem Terra (MST), highlighting how the MST draws inspiration from the theories of the Soviet pedagogue in shaping its proposal. Additionally, the text discusses Marx’s (2013) concept of omnilateral education, which involves the comprehensive formation of the human being in all its dimensions. The analysis presented emphasizes how the educational proposal of the MST contrasts with the capitalist educational model, focusing on the self-organization of learners, the relationship between school and social practice, and education geared towards social transformation. The methodology employed in this research consisted of descriptive research, combined with bibliographic and documentary approaches. The analysis of the collected data was conducted through the application of Historical-Dialectical Materialism as the main analytical tool. The results indicate that the MST experiments with and promotes the theoretical and methodological foundations of socialist pedagogy. It underscores the movement's commitment to the working class, its struggle for agrarian reform and education, and how the pedagogical proposal aligns with the movement's political project in pursuit of deeper social transformations. The analysis also highlights the importance of forming individuals engaged in social transformation, and the direct connection between MST education and socialist principles. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589/22260 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/18589/22261 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Lidianny Nascimento Fonseca, Mário Borges Netto http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Lidianny Nascimento Fonseca, Mário Borges Netto http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 9 (2024): Publicação Contínua / Continuous Publication; e18589 Brazilian Journal of Rural Education; Vol. 9 (2024): Publicação Contínua / Continuous Publication; e18589 Revista Brasileña de Educación Rural; Vol. 9 (2024): Publicação Contínua / Continuous Publication; e18589 Brazilian Journal of Rural Education; Vol. 9 (2024): Publicação Contínua / Continuous Publication; e18589 Revista Brasileira de Educação do Campo; v. 9 (2024): Publicação Contínua / Continuous Publication; e18589 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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