The Social(ist) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside [Education Policy Analysis Archives] (original) (raw)
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How does education mediate the relationship between the co-production of environmental knowledge, and the social reproduction of an alternative society? This article draws upon a political ecology of education framework to analyze how schools advance alternative land management strategies and forms of environmental knowledge. Schools catering to grassroots movements can actualize their emancipatory objectives by institutionalizing hybridized conceptions of educational space-time. This article focuses on a vocational high school in a settlement of the Brazilian Landless Workers' Movement. It analyzes a document known as a 'political pedagogical project' (PPP) which details the identity of the school and how it sees itself as a tool for social and environmental justice. Through an analysis of this PPP, my article explores how the school seeks to educate students to critically reflect upon the relationships between political economic processes and landscape change. The PPP also encourages students to be active participants in the development of a regional agroecological science, and cooperative material relations. From a political ecology of education perspective, activist schools are important sites for the co-production of environmental knowledge and material relations. They have the potential to help students learn critically about the linkages between power, political economy, and land management. Comment l'éducation peut servir de médiateur de la relation entre la co-production de connaissances sur l'environnement, et de la reproduction sociale d'une société alternative? Cet article se fonde sur un cadre de l'écologie politique de l'éducation pour analyser comment les écoles progresser les stratégies de gestion des terres, et les formes de la connaissance de l'environnement. Des écoles pour les mouvements populaires peuvent actualiser leurs objectifs d'émancipation, en institutionnalisant conceptions hybrides de l'éducation l'espace-temps. Cet article se concentre sur un lycée professionnel dans un campement du Mouvement des travailleurs sans terre brésiliens (Movimento dos Trabalhadores Sem Terra). Il analyse un document connu comme un «projet pédagogique politique» (PPP) qui détaille l'identité de l'école et comment il se considère comme un outil pour la justice sociale et environnementale. Grâce à une analyse de ce PPP, l'article explore la façon dont l'école cherche à éduquer les étudiants à une réflexion critique sur les relations entre les processus économiques et politiques et l'évolution du paysage. Le PPP encourage également les élèves à être des participants actifs dans le développement d'une science agroécologique régionale et les relations de coopération matérielles. D'un point de vue de l'écologie politique de l'éducation, les écoles activistes sont des sites importants pour la co-production de connaissances environnementales et du relations matériels. Ils ont le potentiel d'aider les élèves à apprendre de façon critique sur les liens entre le pouvoir, l'économie politique et la gestion des terres. ¿De qué manera sirve la educación para mediar entre la coproducción del conocimiento ambiental y la reproducción social de una sociedad alternativa? Este articulo utiliza un marco analítico de la ecología política de la educación para analizar como escuelas promuevan estrategias alternativas para el manejo de tierras y formas alternativas de conocimiento ambiental. Escuelas que sirven a los movimientos sociales pueden realizar sus objetivos emancipadores a través de la institucionalización de conceptos híbridos del espacio-tiempo educacional. Este artículo se enfoca en una preparatoria vocacional en una comunidad formada por el Movimiento de Trabajadores Rurales Sin Tierra (MST) en Brasil. Analiza a un documento conocido como un ?proyecto pedagógico político? (PPP) que discute con detalles la identidad de la escuela y su papel de arma para conseguir la justicia socioambiental. La escuela busca educar a sus estudiantes para que entiendan y critiquen a los vínculos entre procesos económico-políticos y cambios en el paisaje. Promueve la participación activa en el desarrollo de una ciencia agroecológica regional y relaciones sociales cooperativas. Desde la perspectiva de la ecología política de la educación, escuelas activistas como esta pueden ayudar a los alumnos a entender los vínculos entre poder, economía política, y manejo de la tierra. Como é que a educação mediar a relação entre a co-produção do conhecimento ambiental, e a reprodução social de uma sociedade alternativa? Este artigo baseia-se em uma teoria de ecologia política da educação para analisar como as escolas avançar estratégias e formas de conhecimento ambiental e sistemas de manejo de terras alternativas. Escolas de que pertence os movimentos populares podem realizar seus objetivos emancipatórios, institucionalizando concepções de hibridizaram educacional espaço-tempo. Este artigo concentra-se em uma escola profissional em um assentamento do Movimento dos Trabalhadores Rurais Sem Terra do Brasil. Ele analisa um documento conhecido como um "projeto político pedagógico" (PPP), que detalha a identidade da escola e como ele vê a si mesma como uma ferramenta para a justiça social e ambiental. Através de uma análise dessa PPP, meu artigo explora como a escola visa educar os alunos a refletir criticamente sobre as relações entre os processos econômicos e políticos e de mudança da paisagem. O PPP também incentiva os alunos a serem participantes activos no desenvolvimento de uma ciência agroecológica regional e as relações de cooperação. A partir de uma perspectiva de ecologia política de educação, escolas do movimento são encontrados para ser locais importantes para a co-produção de conhecimento ambiental e relações materiais. Eles têm o potencial de ajudar os alunos a aprender criticamente sobre as relações entre poder, economia política e gestão da terra.
The Landless Peasant Movement and Popular Education: Addressing postcolonial violence in Brazil
Postcolonial Directions in Education, Vol. 11 No 2, 2022
In the context of Latin America’s resistance to hegemonic power relations, several subaltern movements emerged with their own educational projects and pedagogies. The Brazilian Landless Peasant Movement (MST) adopted a model of “popular education” which was recognized as a political actor endeavouring to counter colonial injustices and ongoing forms of neo-colonial violence. By applying a 4Rs analytical framework (cf. Novelli et al., 2017), the paper analyses how the movement’s aims, philosophy, organisation, and role of popular education have been able to promote social justice and peacebuilding processes, at the same time discussing constraints and limits encountered. Vários movimentos proletariados com projetos educacionais e pedagogias próprias surgiram no contexto da resistência às relações hegemônicas de poder na América Latina. No Brasil, o Movimento Sem Terra (MST) adotou um modelo de “educação popular” pelo qual foi reconhecido como ator político. O movimento pretendia enfrentar as injustiças coloniais e as formas de violência pós-colonial. Aplicando um quadro analítico chamado 4Rs (cf. Novelli et al., 2017), o artigo analisa como os objetivos, a filosofia, a organização e o papel da educação popular do movimento têm sido capazes de promover justiça social e processos de construção da paz e, ao mesmo tempo, discute restrições e limites encontrados.
Social Movements in Brazil and their Educational Work. 1998.
International review of education, 1998
Using a distinction first proposed by Alain Touraine between historic and social movements, Ghanem's review of grassroots initiatives in Brazil argues that, despite differences in composition and aims, movements such as the landless rural workers, indigenous groups, and the women's movement in Brazil have attempted to shift the current socioeconomic order toward a new equilibrium -a process that is, however, not yet complete. In Ghanem's view, these movements are best described as historic movements. Addressing their educational aims, the author finds that they tend to fall into two types: (1) the self-provision of knowledge related to the set of problems that gave rise to their movement in the first place; (2) the striving for access to knowledge that is due to them as citizens and yet not given to them by the state. Often, social movements in Brazil are obliged to offer educational services through their own resources, services which are characterized by precarious conditions and which make the right to quality education still a distant dream.
The Journal for Critical Education Policy Studies, 2015
One of the hallmarks of anti-capitalist social movements in Latin America is the incorporation of self-organizing processes of political education and involvement in the educational process of their children and youth. This article discusses popular education and critical pedagogy upheld by historical and contemporary Brazilian social movements, particularly the Landless Workers Movement (MST) and its historical struggles in defence of public education. First, it identifies the context of the origins of popular education in the late 1950s and early 1960s, notably Paulo Freire’s epistemological and theoretical contributions. After characterizing the political context of the period, the article focuses on the key experiences of popular education. It then discusses Florestan Fernandes’ criticism of the Bourgeois-Democratic Revolution strategy that played a leading role in the struggles of the period 1955–1964. Next the period of pedagogical practices that were forged in resistance to t...
This chapter discusses the educational initiatives of the Brazilian Landless Workers Movement (MST), the largest agrarian social movement in Latin America. Although the MST is famous around the world for its success forcing the Brazilian government to redistribute land, less well known is the movement's simultaneous fight for access to education in all areas of agrarian reform. Part of this fight is for the movement's right to develop its own educational pedagogies and curriculum in these public schools. Over the past three decades members of the movement have drawn on a variety of theorists to develop these educational practices, from Paulo Freire to Soviet pedagogues. This chapter explores two Soviet theorists the
Background: Over the past 30 years, the Brazilian Landless Workers' Movement (MST), one of the largest social movements in Latin America, has developed a series of pedagogical practices for public schools that support the movement's struggle for agrarian reform in the Brazilian countryside. The MST's educational initiatives can be viewed in terms of their place in the debate about how grassroots movements develop alternatives to dominant educational practices. Purpose: This article examines the diverse pedagogies and educational theories that MST activists have drawn on, while also assessing the political implications of this participation in the public schools. Setting: Research took place in Brazil, in several dozen public schools located in MST communities. Population: Research participants included MST activists, students attending schools in MST communities, teachers working in these schools, administrators, and public officials. More than 150 people were interviewed. Research Design: This research is an ethnographic, qualitative case study, examining the MST's educational initiatives in four different regions of Brazil. Field research took place over 15 months, between October 2010 and December 2011. Research methods included semistructured interviews, classroom observation, participation observation, analysis of primary documents, and focus groups with teachers and students.
The Brazilian Landless Workers Movement (MST) is one of the largest and most influential social movements in Latin America. Since the very beginning of the movement's agrarian reform struggle, MST leaders have developed a broad-based program of leadership, political training, and education for all participants in the movement. The MST's educational demands are organically connected to the movement's attempt to create, in the present, a new social order based on social justice, participatory democracy, autonomy, and humanistic and socialist values. The goal of this article is to introduce to an English-speaking audience the main contours and components of the MST's educational proposal. The first part of this article discusses the three theoretical foundations of the movement's educational approach and its five pedagogical practices. The second part of the paper presents two concrete experiences of educational institutions administered by the MST leadership: the " Itinerant Schools " in Paraná, a network of public schools located inside MST occupied encampments, and the MST's national political training school, the Escola Nacional Florestan Fernandes (ENFF). Together, these two cases offer concrete examples of how the MST's educational proposal is implemented in diverse Brazilian contexts.
2016
The Brazilian Landless Workers Movement (MST) is one of the largest and most influential social movements in Latin America. Since the very beginning of the movement’s agrarian reform struggle, MST leaders have developed a broad-based program of leadership, political training, and education for all participants in the movement. The MST’s educational demands are organically connected to the movement’s attempt to create, in the present, a new social order based on social justice, participatory democracy, autonomy, and humanistic and socialist values. The goal of this article is to introduce to an English-speaking audience the main contours and components of the MST’s educational proposal. The first part of this article discusses the three theoretical foundations of the movement’s educational approach and its five pedagogical practices. The second part of the paper presents two concrete experiences of educational institutions administered by the MST leadership: the “Itinerant Schools” i...