A prática educativa e a pesquisa no movimento social

This paper aims to discuss some aspects of the educational practice and of the research on social movements, particularly on the Landless Rural Workers Movement. The intention is to set relations between the experiences lived in daily life of the social movement and of the permanent settlement and the traits of schooling life; to demonstrate the possibilities and the challenges of the links between the social movement educational theory and practice and that necessary to the curricular content comprehension; and to think about the educational research traits in the social movement. Gohn´s (1992) and Arroyo’ s (2004 a, b) ideas contributed to the thoughts on social movement educational dimensions and to the analyses of the rural social movement as an educational one. The social movement educational practice occurs in different fronts, such as in meetings, in the work cooperative space, in the confrontation either with the State or the land owners. The educators’ practice involves political capacitation and formation. In the pedagogical documents produced by the MST, it is implicit the role research plays in the educational practice. The educational proposals are born from the semminars’, meetings’ and events’ records; and it has as starting point in the educational practice at school, in life and in the productive activities in the permanent settlements. The educators’ and learners’ experiences question the shooling pedagogy and announce that the knowledge recognition constructed by the pedagogical process subjects is essential to the comprehension process and to the approppriation of the knowledge constructed along the human trajectory