A educação do campo e a leitura literária em um território camponês de lutas e desafios: uma experiência escolar em Piratini (RS)

Abstract

The research for this Master's Dissertation aimed to analyze the rural reader's experience in encountering literary books and the importance of school in this process, problematizing the right to literature in a peasant territory marked by agrarian struggles. The work presented the discussion and related Educação do Campo and literary reading, based on the observation of a project that takes place at the Deputado Adão Pretto State High School, located in the rural area of the municipality of Piratini (RS), a reference to serve Agrarian Reform settlers, quilombolas and family farmers. It begins with the author's experiences and relationships with the countryside, poetry with the struggle for land, school with the pedagogical proposal and with reading and seeks references that enable the territory and chosen themes to be connected: Candido (2011), Petit (2009), Freire (1981), Compagnon (2009), Cosson (2006), Caldart (2009), Molina (2011), Arroyo (2007), Pennac (1993), among others. Using participant research, ten high school students participated in the analysis of participation in the Café Literário, an action carried out at the school, and with individual interviews. The investigation had two themes of analysis: the presence of literary reading and the encounter with books at school and the right to literature in a territory of struggles for land. As final results, it was considered that the school is the institution responsible for the construction of literary literacy, via cultural mediation and for allowing the experience of literature as a right also for peasant students to whom access to knowledge is often limited or even prohibited. It was also considered that there are limits that go beyond school practices, such as political issues, school transport, lack of resources to purchase books, among others. The research also sought to make contributions to Education by stating that the book and the land, in this peasant territory where the school is located, are configured as a material asset and also symbolic of the production of life.