A formação política de jovens assentados e sua relação com a efetivação da Escola do Campo

ABSTRACT. The present article presents some results of a Master’s degree research on the contributions of Paulo Freire State High School along the process of political education of young settlers who lives in the municipality of Abelardo Luz, in the Brazilian state of Santa Catarina. It aims to identify this school’s contributions in the process of political education of these young people and understand the relation between such a formation and the struggle for a field school. This qualitative study used as tools for collecting data school observations, analysis over its political-pedagogical project, and semi-structured interviews. We based our analysis on authors such as Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007) and Caldart (2000; 2004). Paulo Freire school is contextualized along with the research subjects, students’ and educators’ characteristics, highlighting some contributions given to the school in connection to the political education of its students. One of the conclusion is that the participation of the Landless Movement and school takes place according to the political-pedagogical project based on Study Complexes, contributing to the fulfillment of a field school when it reaffirms a school formation as a right and reinforces the permanent need of school occupation. It is reinforced the school as a room for struggles, a terrain where contradictory forces face each other, leaving room for action.ABSTRACT. The present article presents some results of a Master’s degree research on the contributions of Paulo Freire State High School along the process of political education of young settlers who lives in the municipality of Abelardo Luz, in the Brazilian state of Santa Catarina. It aims to identify this school’s contributions in the process of political education of these young people and understand the relation between such a formation and the struggle for a field school. This qualitative study used as tools for collecting data school observations, analysis over its political-pedagogical project, and semi-structured interviews. We based our analysis on authors such as Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007) and Caldart (2000; 2004). Paulo Freire school is contextualized along with the research subjects, students’ and educators’ characteristics, highlighting some contributions given to the school in connection to the political education of its students. One of the conclusion is that the participation of the Landless Movement and school takes place according to the political-pedagogical project based on Study Complexes, contributing to the fulfillment of a field school when it reaffirms a school formation as a right and reinforces the permanent need of school occupation. It is reinforced the school as a room for struggles, a terrain where contradictory forces face each other, leaving room for action.RESUMEN. El presente trabajo presenta resultados referentes a la investigación en nivel de Maestría a respecto de las contribuciones de la Escuela Estadual de enseñanza secundaria Paulo Freire en el proceso de formación política de jóvenes de asentamientos del municipio de Abelardo Luz SC. Apuntamos como objetivo central identificar las contribuciones de la Escuela Paulo Freire en el proceso de formación política de los jóvenes, entender la relación existente entre esa formación y la lucha por la Escuela del Campo. La investigación tuvo carácter cualitativo, teniendo como instrumento para la colecta de datos: observación en la escuela; análisis del Proyecto Político Pedagógico; y entrevistas semiestructuradas. Contribuyeron para el debate: Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007), y Caldart (2000; 2004). Contextualizamos la escuela Paulo Freire presentando los sujetos de la investigación, características de los jóvenes y de los (as) educadores (as), y destacamos las contribuciones de la Escuela referente a la formación política de los jóvenes. Concluimos que la participación MST/Escuela acontece por la propuesta político pedagógica a partir de los Complejos de Estudios, contribuyendo para la efectividad de la Escuela del Campo, al afirmar la educación escolar como derecho y reforzar la necesidad permanente de la ocupación de la escuela. Se refuerza por la investigación, la escuela como espacio de luchas, el terreno donde se confrontan fuerzas contradictorias y, por lo tanto, abierta a nuestra acción.ABSTRACT. The present article presents some results of a Master’s degree research on the contributions of Paulo Freire State High School along the process of political education of young settlers who lives in the municipality of Abelardo Luz, in the Brazilian state of Santa Catarina. It aims to identify this school’s contributions in the process of political education of these young people and understand the relation between such a formation and the struggle for a field school. This qualitative study used as tools for collecting data school observations, analysis over its political-pedagogical project, and semi-structured interviews. We based our analysis on authors such as Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007) and Caldart (2000; 2004). Paulo Freire school is contextualized along with the research subjects, students’ and educators’ characteristics, highlighting some contributions given to the school in connection to the political education of its students. One of the conclusion is that the participation of the Landless Movement and school takes place according to the political-pedagogical project based on Study Complexes, contributing to the fulfillment of a field school when it reaffirms a school formation as a right and reinforces the permanent need of school occupation. It is reinforced the school as a room for struggles, a terrain where contradictory forces face each other, leaving room for action.Este artigo apresenta os resultados de uma pesquisa de Mestrado sobre as contribuições da Escola Estadual de Ensino Médio Paulo Freire no processo de formação política de jovens assentados do município de Abelardo Luz-SC. Busca identificar as contribuições desta escola no processo de formação política dos jovens e entender a relação entre essa formação e a luta pela Escola do Campo. A pesquisa, de caráter qualitativo, teve como instrumento para coleta de dados a observação na escola, a análise do Projeto Político Pedagógico e entrevistas semiestruturadas. Contribuíram para o debate autores como Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007) e Caldart (2000; 2004). A Escola Paulo Freire é contextualizada apresentando os sujeitos da pesquisa, características dos jovens e dos educadores, com destaque para as contribuições da escola referentes à formação política dos estudantes. A conclusão é que a participação do MST/escola acontece pela proposta político-pedagógica a partir dos Complexos de Estudos, contribuindo para a efetivação da Escola do Campo ao afirmar a educação escolar como direito e reforçar a necessidade permanente de ocupação da escola. Reforça-se a escola como espaço de lutas, o terreno onde se confrontam forças contraditórias, portanto aberta à ação. Palavras-chave: Formação Política, Escola do Campo, MST.   Young settlers’s political education and their relation to field school ABSTRACT. The present article presents some results of a Master’s degree research on the contributions of Paulo Freire State High School along the process of political education of young settlers who lives in the municipality of Abelardo Luz, in the Brazilian state of Santa Catarina. It aims to identify this school’s contributions in the process of political education of these young people and understand the relation between such a formation and the struggle for a field school. This qualitative study used as tools for collecting data school observations, analysis over its political-pedagogical project, and semi-structured interviews. We based our analysis on authors such as Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007) and Caldart (2000; 2004). Paulo Freire school is contextualized along with the research subjects, students’ and educators’ characteristics, highlighting some contributions given to the school in connection to the political education of its students. One of the conclusion is that the participation of the Landless Movement and school takes place according to the political-pedagogical project based on Study Complexes, contributing to the fulfillment of a field school when it reaffirms a school formation as a right and reinforces the permanent need of school occupation. It is reinforced the school as a room for struggles, a terrain where contradictory forces face each other, leaving room for action. Keywords: Political Education, Rural School, Landless Movement.   La formación política de jóvenes de asentamientos y su relación con la efectividad de la Escuela del Campo RESUMEN. El presente trabajo presenta resultados referentes a la investigación en nivel de Maestría a respecto de las contribuciones de la Escuela Estadual de enseñanza secundaria Paulo Freire en el proceso de formación política de jóvenes de asentamientos del municipio de Abelardo Luz SC. Apuntamos como objetivo central identificar las contribuciones de la Escuela Paulo Freire en el proceso de formación política de los jóvenes, entender la relación existente entre esa formación y la lucha por la Escuela del Campo. La investigación tuvo carácter cualitativo, teniendo como instrumento para la colecta de datos: observación en la escuela; análisis del Proyecto Político Pedagógico; y entrevistas semiestructuradas. Contribuyeron para el debate: Pistrak (2000; 2009), Freire (1987; 2004), Snyders (2005), Dalmagro (2003; 2016), Vendramini (2007), y Caldart (2000; 2004). Contextualizamos la escuela Paulo Freire presentando los sujetos de la investigación, características de los jóvenes y de los (as) educadores (as), y destacamos las contribuciones de la Escuela referente a la formación política de los jóvenes. Concluimos que la participación MST/Escuela acontece por la propuesta político pedagógica a partir de los Complejos de Estudios, contribuyendo para la efectividad de la Escuela del Campo, al afirmar la educación escolar como derecho y reforzar la necesidad permanente de la ocupación de la escuela. Se refuerza por la investigación, la escuela como espacio de luchas, el terreno donde se confrontan fuerzas contradictorias y, por lo tanto, abierta a nuestra acción. Palabras clave: Formación Política, Escuela del Campo, MST