A luta pela terra e a educação do campo: o caso do assentamento Zé Marcolino, Prata-PB.

Abstract

The struggle for land in Brazil begins from our settlement with the formation of large estates and the exploitation of blacks and Indians, that deepens with the constitution of the peasantry dispossessed by oppression and land by the agrarian oligarchies. All our history will be marked by the conflicting relationship and the pursuit of peasants to have land to live, grow and live as an affirmation of their identity. Through the process of organization of workers of the field, the struggle for agrarian reform, has become a central flag over time. In the 1990s, observed in the country the struggle for land articulate increasingly to fight for education, and there emerges the concept of Rural Education, as opposed to the existing school hegemonic model in rural areas. This process will also occur on the Settlement Zé Marcolino in Cariri Paraibano, search field and object of our study, we aimed to identify the training and organization of the settlement in the struggle for land and school, and the perception that the different subjects : leaders, teachers and settlers have on these processes. The qualitative approach in descriptive perspective (Minayo, 1997), directed all the methodological itinerary in an ongoing dialogue with the dialectical method. The literature review helped us to better understand this relationship, among the authors consulted include: Arroyo and Fernandes (1999); Caldart (2002 and 2012); Fernandes (2006); Freire (2011) Gohn (1997); Silva (2002, 2009). . The field work enabled us an approximation of social, political and educational advancement of the inhabitants, in which we use tools such as observation, questionnaire and semi-structured interviews with leaders, educators and families settled. The struggle for the field of education has allowed, through the organization of the settlement and the role of women, generate major changes in the community, who managed to build their own school through partnership and joint efforts for training. That space has enabled children aged series of the first grade of primary education, access to a contextual education, linking their practice at the community culture universe.