Trabalho educação e formação humana no MST: tensionando a forma histórica escolar à luz da pedagogia socialista.

Abstract

The thesis here presented is that throughout the process of formulation and living of the educational and scholastic experiences with the relationship between work education and human formation, the MST appropriates the theoretical-methodological fundamentals of socialist pedagogy, through its educational dimensions - even with contradictions and limits - pushing the historical school form and at the same time producing new syntheses of this relationship, in the context of the capitalist mode of production. Thus, the aim of this research was to analyze the historical trajectory of the relationship between work education and human formation in the educational and scholastic proposal of the Landless Rural Workers' Movement - MST, in order to unveil the appropriation processes of the educational dimensions of the Russian socialist pedagogy and its implications pushing the historical school form; as well as in the construction of new syntheses of the relationship work education. The problematic that guided the research were: How did the process of elaboration and the historical trajectory of the relationship between work education and human formation, educational and scholastic proposal of the Movement in the light of Russian socialist pedagogy occur? How have the educational dimensions of Russian socialist pedagogy been and are they present in the trajectory of the establishment of the relationship between work education and human formation in the MST? To what extent have the educational and scholastic experiences of the MST built in the light of Russian socialist pedagogy produced tensions to the capitalist school historical form, as well as new syntheses of the relationship between education and human formation? In methodological terms, a qualitative study was carried out, through bibliographical, documentary and participant observation research. In the final considerations, it is recognized that the Landless Rural Workers' Movement (MST), throughout its trajectory, through its relationship with work education and formation, in the light of socialist pedagogy occur, performs formative processes which highlight qualitative advancements in the scope of Human education, understanding the school as an institution that corroborates to the construction of a historical project linked to the struggles of the rural and urban workers, as well as their emancipation. We also emphasize the urgency of directing our attention to the educational and scholastic experiences of the MST, which, despite their contradictions, it beckons for the unprecedented viability of our historical time. In fact, in the search for a radically socialist alternative, the Movement, once in our historical time, strengthens new historical acts articulated to the issue of integral human formation in the light of the educational dimensions of socialist pedagogy.