Pedagogia do Movimento e Educação do Campo: Produtos/Produtoras da Resistência Territorial Camponesa

This text aims to discuss the intrinsic ontological and epistemological relationship that exists between Countryside Education and the disputed peasant territory, considering that its genesis and development is based on the concrete conditions of these social relations. The movements that build/rebuild territories are called “socio-territorial movements”. They are constituted from socio-political actions engendered by collective social subjects that aim the social struggle for the conquest and/or territorial resistance. These actions allow the construction of a formative praxis called "Pedagogy of Movement", which is the understanding of the social movement as an "educational subject" or "pedagogical subject". In this context, Countryside Education is a pedagogical practice resulting from the peasant struggle, but also, it is an instrument of the struggle against the territorialization of agribusiness in the countryside (territorial resistance) and for the reterritorialization/recamponization (territorial conquest). The Methodology of the article consists of a bibliographic review performed from journal articles, books, dissertations and theses on the following themes: Countryside Education, Agrarian Question, Territory, Peasantry and Socioterritorial Movements