Uma análise da dimensão educativa das cooperativas de crédito rural solidário no território do sisal - Bahia
Carregando...
Arquivos
Data
2016-03-23
Autores
Araújo, Gracieda dos Santos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo central investigar a ação pedagógica, desenvolvida pelas cooperativas de crédito rural do sistema ASCOOB, no Território do Sisal, tendo em vista a perspectiva da transformação social e a construção de outra lógica de desenvolvimento rural. A partir das reflexões realizadas ao longo desse processo de investigação, observamos que a política de educação da ASCOOB possui bases teórico-metodológicas ainda muito inconsistentes, não podendo ser definida, de fato, como uma ação político-pedagógica de viés transformador/libertador. A pesquisa revelou que as ações desenvolvidas pelas cooperativas promovem conflitos e contradições, tanto internamente, entre interesses pessoais e coletivos, como na relação externa, entre parceiros e cooperados, e na relação com o Estado, o que se dá no âmbito do acesso das políticas públicas, destinadas ao desenvolvimento do território camponês. Esses conflitos e contradições não se encerram, simplesmente, com a criação de algumas linhas de crédito para suprir as necessidades dos seus cooperados. Apesar dessas contradições, é possível afirmar que a criação das cooperativas de crédito solidário no Território do Sisal foi fundamental para o acesso ao crédito, por parte dos agricultores historicamente excluídos pelo sistema tradicional bancário. Apesar disso, a dificuldade de acesso do crédito rural PRONAF é uma questão ainda não resolvida, implicando na carência de tecnologia e infraestrutura para melhoramento da produção no campo. Observa-se que o cooperativismo de crédito solidário no Território do Sisal avançou, mas dentro do limite das contradições do Estado, estabelecido pela modernização conservadora, ou “revolução passiva”, vivida pelo país na última década. Evidencia-se, por tanto, que a construção do projeto contra-hegemônico de desenvolvimento, através da organização e da luta dos trabalhadores, perpassa pelo aspecto da formação político-ideológica. Com efeito, a construção do conhecimento é fator primordial para a construção de projetos que se propõem à superação da sociedade de exclusão, sendo indispensáveis os estudos e pesquisas da realidade dos trabalhadores do campo, afim de que se possa qualificar a prática social de construção de um meio rural, contraposto à lógica do desenvolvimento hegemônico.
This work had as main objective to investigate the pedagogical action developed by rural credit cooperatives of ASCOOB system, in the Territory of Sisal, in view of the prospect of social transformation and the construction of another logic of rural development. From the reflections made during this research process, we observed that ASCOOB educational policy has theoretical and methodological bases still very inconsistent, and It can not be defined, in fact, as a political-pedagogical action of transformer / liberator bias. The survey showed that the actions developed by the cooperatives promote conflicts and contradictions, both internally, between personal and collective interests, as the external relashionship, between partners and cooperative members, and in the relationship with the State, what happens in the access of public policies, for the development of peasant territory. These conflicts and contradictions do not end, simply, with the creation of some lines of credit to supply the needs of its members. In spite of these contradictions, it is clear that the creation of solidarity credit cooperatives in the Sisal Territory was essential for the access to credit, by farmers that were historically excluded from the traditional banking system. Nevertheless, the difficulty of PRONAF rural credit access has not been solved, resulting in the lack of technology and infrastructure to improve production in the countryside. It is observed that the cooperativism of solidarity credit in the Territory of Sisal advanced, but within the limits of the state's contradictions, established by the conservative modernization, or "passive revolution", experienced by the country in the last decade. It is evidenced, therefore, that the construction of the counter-hegemonic development project, through the organization and the struggle of workers, moves through the aspect of the political and ideological training. Indeed, the construction of knowledge is fundamental factor for the construction of projects that aims to overcome the exclusion of society, and the studies and research of the reality of rural workers are indispensable, so that it would qualify the social practice of a rural area construction, opposed to the logic of the hegemonic development.
This work had as main objective to investigate the pedagogical action developed by rural credit cooperatives of ASCOOB system, in the Territory of Sisal, in view of the prospect of social transformation and the construction of another logic of rural development. From the reflections made during this research process, we observed that ASCOOB educational policy has theoretical and methodological bases still very inconsistent, and It can not be defined, in fact, as a political-pedagogical action of transformer / liberator bias. The survey showed that the actions developed by the cooperatives promote conflicts and contradictions, both internally, between personal and collective interests, as the external relashionship, between partners and cooperative members, and in the relationship with the State, what happens in the access of public policies, for the development of peasant territory. These conflicts and contradictions do not end, simply, with the creation of some lines of credit to supply the needs of its members. In spite of these contradictions, it is clear that the creation of solidarity credit cooperatives in the Sisal Territory was essential for the access to credit, by farmers that were historically excluded from the traditional banking system. Nevertheless, the difficulty of PRONAF rural credit access has not been solved, resulting in the lack of technology and infrastructure to improve production in the countryside. It is observed that the cooperativism of solidarity credit in the Territory of Sisal advanced, but within the limits of the state's contradictions, established by the conservative modernization, or "passive revolution", experienced by the country in the last decade. It is evidenced, therefore, that the construction of the counter-hegemonic development project, through the organization and the struggle of workers, moves through the aspect of the political and ideological training. Indeed, the construction of knowledge is fundamental factor for the construction of projects that aims to overcome the exclusion of society, and the studies and research of the reality of rural workers are indispensable, so that it would qualify the social practice of a rural area construction, opposed to the logic of the hegemonic development.
Descrição
Palavras-chave
Cooperativismo de crédito rural, Economia solidária, Educação popular, Rural credit cooperativism, Solidarity economy, Popular education, ASCOOB system