A construção de novas subjetividades pelo MST a partir do ensino escolar em assentamentos de reforma agrária: a experiência do Colégio Estadual Iraci Salete Strozak

• Autor(a) principal: Silva, Silvana Aparecida da
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/2029
• topic: Educação; MST; Subjetividade; Education; Subjectivity; CNPQ::OUTROS::CIENCIAS SOCIAIS

In the past decades, Rural Education has been the subject of debate among researchers. Likewise, the education model adopted by Rural Schools in Settlements, which belong to this teaching method, has also attracted the interest of many researchers. That is because the MST (Movement of Landless Rural Workers) is the main social movement responsible for the effectuation of the discussions, and for the development of an educational project focused on attending the specificity of the rural population. In this study, we aim to analize the educational proposal developed in the public state school Iraci Salete Strozak, a land reform settlement school, which follows the MST principles. The school is located in the Marcos Freire Settlement, in Rio Bonito do Iguaçu. Our goal is to check if this school has an educational project different from the regular schools, as the Settlement School is associated to the ideological principles of the MST. And, because of that, if the students are aware of a classist social reality and, mainly, adept of the Marxism-Leninism concepts. The object of this study is the school itself and its capacity of formation and influence over the students. We intend to identify if there is a significant difference in the meanings constructed by young settled people about social reality because of the educational process developed by the school. That is, if the school, through its Political Pedagogical Project, can enable the construction of new subjectivity. During the research, we found several differences of opinion which make the educational project developed by the MST unfeasible. Besides that, we identified differences between the discourse about school professed by the idealizers and the students, who are their social base. For that reason, even fighting for a construction of a democratic model of teaching, the school may not actualize the development of liberating and autonomous education.