Currículo e MST: relações de poder-saber e a produção da "subjetividade lutadora

Abstract

This thesis has as object of research the curricula of two schools of the Movimento dos Trabalhadores Rurais Sem Terra (MST): one from a camp and another of a settlement to analyze the subjectivation processes at work in curricular practices listed there. The research is inserted in the field of curriculum studies, with inspiration in the work of the Cultural Studies and the studies of Michel Foucault. The central concepts of this project are curriculum, power, knowledge, subjectivation processes, government, signification practices and differentiation processes. Are analyzed from this perspective, different discourses in their productivity, on the constitution of subject positions, of meanings about the manners of being of countryside and of MST, available in the curricula in analysis. As a methodology, were used ethnographic procedures of the research for gathering information, such as: observation with daily record in field, informal conversations and semi-structured interviews. Was sought to give a treatment to this information using the elements of discourse analysis inspired by the works of Michel Foucault. Based on the results of the research conducted and in the theoretical framework used for its analysis, the argument is that the MST, through discourse of difference, offers in the curricula investigated subject positions that turn posit ive the situations of conflict and struggle, converging to produce a way of living and being landless, who demand a fighter subjectivity . So it is proposed in the investigation undertaken from this thesis: mapping the knowledge that have been considered valid in the curricula offered to the peasants of MST on two of its schools; analyze the marks and meanings attributed to these in their curricular practices; examine the subject positions disclosed in these practices and the power relations present in the process. It works with the assumption that the struggle situations are potentiated and take on centrality in the education of the Movement. Through them are provided learning and ways of subjectivation which, in turn, provide subject positions fairly demarcated through the understanding of society, the relationship with others and with oneself within the MST. Another rationality, a political rationality of equal rights, taught in the curricula of the camp and the settlement, (re) invents a way to live within the MST. All this in order to produce a different school, as the MST appoints their schools, in their documents and speeches. This different school that potentiates the struggle situations expressed not only the desire to produce a certain kind of Landle ss subject, to teach different contents, have a different methodology, but mostly repeats and disseminates a fighter subjectivity, which has brands solidarity, companionship, friendship, collectivity, among others. Therefore, a different school is being produced by creating another way of life, another way of understanding the world, of understanding the society and of relating to people.