A Proposta pedagógica contra hegemônica do MST no Paraná: luta e resistência no período de 2013 a 2021

Abstract

This research intends to analyze the pedagogical proposal against hegemonic of the MST in Paraná and to know the process of struggle and resistance in the period from 2013 to 2021. Considering Rural Education, a necessary practice in the fight for the right to Education, as well as a struggle flag of the MST in overcoming capitalism, it is essential to understand the historical path along the trajectory of the MST and the fundamental role of Education in this process of organization of the Movement, formation of the identity of the Landless and in the constitution of the pedagogical proposal Cycles of Human Formation with Study Complexes. Considering the year 2021, the current Pandemic scenario, the new normative guidelines of SEED/PR propose the curricular hegemony of the State in the spaces of Agrarian Reform. The main objective of the research is to examine the historical course of the curricular proposal against hegemonic for the MST Camps and Settlements Schools in Paraná and the struggle and resistance process of these school spaces in confronting the normative actions of the State Department of Education of the Paraná. To achieve the general objective, other specific objectives are proposed to direct the research; Describe the history of the struggle for the workers' land in Brazil from the conflicts of the peasantry in Northeastern Brazil, through the struggles of peasant leagues in Paraná, and its influence on the organization of rural workers in Paraná State and the emergence of the MST; Discuss the concept of bourgeois State and capitalist relations in front of Gramsci's conception of hegemonic State and its relationship with the process of constructing the MST's counter-hegemonic curriculum in Paraná; Inventory the history of the construction and implementation of the MST's Counter-hegemonic curriculum in Itinerant Schools in Paraná called Cycles of Human Formation with Study Complexes, highlighting the emerging conflicts between the MST Education Sector in the face of the attempt to impose and standardize the Curriculum of SEED. The research adopts the historical-dialectical materialist perspective as an epistemological and methodological current of analysis, presents as a methodological procedure the theoretical study, based on secondary or bibliographical sources, primary or documentary sources and notes in the field diary made from the participation in the meetings of the Working Group on Human Formation Cycles with Study Complexes (GTCFHCE) between the Education Sector of the MST/PR and SEED. As the methodology used in the research, it is identified in the qualitative approach, as it excels in the analysis of the bibliographic and documental product. Based on the studies and on the bibliographic framework raised on the subject, the following hypothesis is stated: The Curriculum against hegemonic implemented in the Rural Schools in the MST Settlements in Paraná, since 2013 guarantees the fundamental right amid constant confrontation with the State Secretariat of Paraná. to Education in Agrarian Reform communities linked to the MST. The research result demonstrates that the collective construction of the curricular proposal against the hegemonic of the MST in the Itinerant Schools of Paraná is a fundamental instrument for guaranteeing social rights and access to education.