O Movimento dos trabalhadores rurais sem terra e suas práticas políticaspedagógicas: caso do assentamento Cigra/MA

Abstract

This research investigates the education proposed by the Landless Rural Workers' Movement (MST) within the Brazilian educational context, using the experience of Maranhão as an empirical reference. In this sense, we sought to analyze and understand the extent to which the application of the alternation system as a pedagogical practice at the Roseli Nunes Field Education Center, located in the Cigra agrarian reform settlement - Lagoa Grande do Maranhão, can be emancipatory. Since its emergence in the 1980s, the MST has linked the struggle for access to land to the development of new pedagogical perspectives for the formation of autonomous subjects, in opposition to traditional neoliberal practices, so education is considered one of the most powerful instruments of rupture. With this in mind, this work is based on a bibliographical and documentary study, data collection and fieldwork in the Cigra/MA settlement, where observation, semi-structured interviews and participation in the school's daily activities were carried out. The school's aspirations center on building a space to meet the demands of rural education. The MST, despite its limitations and difficulties, has been decisive in the education of the peasant population, proposing its practices as essential tools in the struggle for land.