Educação do campo perante a ofensiva do capital: a experiência do PRONERA na cidade de Buriticupu - MA

Abstract

This thesis has as its theme the agrarian issue, which continues through political and ideological clashes between antagonistic projects that dispute the countryside in their own way, in a relationship of territorialization versus deterritorialization. The study has as a geopolitical and temporal focus, the rural scenario of the municipality of BuriticupuMA and part of the problematization of Education in and in the Countryside, having as reference the schooling of PRONERA/IFMA/STTR/SEMED, facing the issue - a problem that moved this study, taking into account or considering the historical moment of precariousness/trivialization of life and the dismantling of social rights, such as, for example, the extinction, in 2020, of the national education program in agrarian reform itself. The general objective of the thesis was to understand how Pronera, understood as a public policy of agrarian reform, is constituted in the scenario of the Brazilian educational crisis, understanding the constituent nuances of the projects in dispute, the subjects (social and political) involved, as well as the corresponding link between education and school, with the respective projects, having the territory of Buriticupu - MA as its geopolitical focus. To this end, it had the “lenses” of Historical and Dialectical Materialism as a theoretical-philosophical anchor, in a horizontal dialogue with the intersectionalities of race, gender and classes. From this approach, the methodological procedures were compared with the assumptions and techniques of participatory research in Brandão (2006), where observations, experiences and exploratory interviews were carried out with the political and social subjects of PRONERA in remission. This way of doing things creates a relationship of collective construction in which the subjects and the reality/phenomena researched interrelate, reciprocally, while carrying out processes of transformation of themselves and the object that justifies their investigation. The data revealed that, even given the referenced importance of PRONERA for the maintenance of the peasantry, in the particularity in which the study was carried out, this public policy of agrarian reform has not been able to compete in the field with agribusiness, and this is due to numerous factors. Even so, the narratives recognize that peasant family farming is the productive reference for thinking about a project for a society with sovereignty and food security, capable of prolonging the existence of humanity and nature. Hence, the resulting knowledge and practices must configure the curriculum so that the knowledge arising from the processes of production of stocks, leads, to the dimension of praxis, the decentralization of capital. The thesis maintained that PRONERA does not have the expected effects of peasant resistance, based on their schooling. That its impacts will only materialize to the extent that other agrarian reform policies are incorporated into it, as education alone does not constitute a redeemer for agrarian processes.