A luta pela terra e o projeto de educação no MST : construindo uma nova hegemonia.

Abstract

This dissertation, linked to the Graduate Program in Education at the Federal University of Campina Grande (PPGEd/UFCG), Line 1: History, Policy, and Educational Management, studies the right to education in MST settlements. Its research question is: how do the education project and the struggle for land in the MST relate? The central objective of this research was to analyze the relationships between the education project and the struggle for land in the MST. To this end, the following specific objectives were established: to understand the origins of the struggle for land and the formation of rural social movements; to identify the history of education in the MST's formative process; to analyze the MST's education project; to conceptualize the right to education and rural education; and to analyze the role of the MST in the fight to guarantee the right to education. The research was based on historical and dialectical materialism, adopting the methodological categories of totality, mediation, and contextualization. The agrarian question, the right to education, and rural education were chosen as content categories. Furthermore, it also included Gramscian study categories focusing on Ideology, Hegemony, and Party. This bibliographic and documentary research involved a systematic bibliographic survey of academic literature on the topic and the analysis of documents obtained from the MST website and the Elizabeth and João Pedro Teixeira Training Center. This enabled an understanding of the challenges faced by rural settlement communities in guaranteeing the right to education. Furthermore, a relevant documentary survey was conducted. The main result identified an MST education project intertwined with the struggle for land, in which guaranteeing the right to education in settlements is an essential part of a social transformation project aimed at engendering a new hegemony. Furthermore, it was found that the struggle for public schools has been present since the MST's inception, leading landless workers to demand that the state build and legally recognize schools in newly conquered settlements. Furthermore, the research contributes to establishing the inextricable relationship between the MST's education project and the struggle for land, taking as an example the experience of the settlement in Remígio/PB, which demonstrates that it is possible, even in the face of adversity, to guarantee the right to education and, furthermore, to construct educational proposals committed to the countryside and the individuals who are part of it.