Movimento social e política de educação do campo: a prática da Casa Familiar Rural de Santarém - Pará

Abstract

This study analyzed the developed experience in the Rural Family House of Santarem (CFR-STM), pedagogical and philosophical model created by the social movement of the rural, as an alternative to the children of family farms, access to education that meets to their reality as a form of resistance to the excluding urban centric model of education. It is inspired by the pioneering experiences of Alternation Pedagogy, in France (1935); Italy (1960) and Brazil/Espírito Santo (1969), alternating education and work in different integrated formative days of theory and practice, aiming to theoretical training, practical production improvement in the rural and the integral formation of young people. Our goal is to analyze this local experience, from the historical and global understanding of the context of its creation, within the social movement, until the construction of the strategic territorial process of dialogue mobilization and negotiation with the State, in favor of the effectiveness of the educational policy and development of / in the rural. The antagonist relationship and the contradictions between State and social movement were noted, in face of the resistant struggles for the emancipation of his subjects and for the constitution of local government. This research arose from the need to address as a non-state private sector, linked to the social rural movement, relates to the state government seeking the execution of the educational rural policy, unpretentiously its methodological and philosophical principles originate. The choice of a dialectic materialist approach, that embraces the principles of totality and historicity, has supported us throughout this dissertation, transversely to build our analysis. The techniques and data collection instruments used were bibliographical and documentary research, script-oriented interviews, opened questions files and interviews with the people from the field (social movement leaders, CFR-STM Association members, monitors, former and current youth students of this House and their parents, as well as municipal and regional public officials, currents and formers ones. As a result of this research, is concluded that the CFR-STM, integrated into Ceffa represents an alternative of resistance for the rural movement against the hegemonic and urban centric education project. Thus, the public space of territorial articulation is used as strengthening strategy of the social movement of the rural, for an effective intervention to meet the needs, especially for rural education. So, the state's ownership is not being sought, as they require, is recognized the state's role as executor of policies. But its history is marked by contradictions that reflect the constant class struggle between State and Society because, while defending the pedagogy of alternation as public policy, a gap with the state is created, and shrinking, go in search of other alternatives of sustainability; reinforcing the idea of counterpoint between State and social movement. But despite its limitations, the development of the region is interfered with it; to contribute to the training of critics and aware young people, who are able to intervene and transform their practice to their human emancipation.