A formação educacional e a igualdade de gênero no Movimento dos Trabalhadores Rurais Sem Terra (MST)
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Data
2018-02-27
Autores
Pessôa, Jeniffer Ribeiro [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O Movimento dos Trabalhadores Rurais Sem Terra (MST) foi constituído em 1984 com os objetivos de lutar pela terra, lutar pela reforma agrária e lutar por mudanças sociais no país. Essa luta por mudanças sociais contribuiu para a criação de uma nova formação educacional voltada para a construção de valores, dentre esses valores, a luta pela igualdade de gênero. A pesquisa, documental e bibliográfica, apresenta como o MST abordou desde a constituição do Movimento, a questão da mulher em seu interior e como posteriormente, introduziu o conceito de gênero com a criação de um setor específico. Objetivamos verificar os princípios pedagógicos e o projeto político-pedagógico do MST analisando sua política de formação educacional que abrange a questão de igualdade de gênero, e que possui uma política geral de gênero com propostas ligadas à formação educacional. Concluímos que o Movimento, desde sua criação, tem produzido textos teóricos e desenvolvido ações práticas buscando ampliar a participação das mulheres, com cursos de educação formal e de formação, nos diversos setores e instâncias do Movimento. Assim, a igualdade de gênero deve estar presente seja na produção, nos coletivos decisórios e coordenações políticas. Buscando garantir e ampliar a igualdade de gênero entre os homens e mulheres militantes, o MST elaborou propostas estratégicas e criou um Setor de Gênero voltado à promoção da igualdade de gênero e à participação igualitária. O MST aponta linhas de ações necessárias, para que seja alcançada a igualdade de gênero. Nesse sentido, a criação dessa nova forma de fazer educação proposta, trouxe avanços proporcionando a implementação dessas ações no Movimento como um todo. A pesquisa demonstra que a educação está presente em todos os espaços do MST, portanto, a Pedagogia do Movimento é um processo educacional mais ampla, que passa pela escola e é desenvolvida nos assentamentos e acampamentos, perpassando, ainda, pelos mais diversos setores. A participação igualitária entre homens e mulheres do Movimento é necessária para a transformação da realidade, contudo, ainda tem muito a avançar para efetivar as linhas de ação em todos os assentamentos e acampamentos, por isso, este deve ser um processo contínuo.
The Landless Rural Workers Movement (MST) was established in 1984 with the aim of fighting for land, fighting for land reform and fighting for social change in the country. This struggle for social change contributed to the creation of a new educational formation focused on the construction of values, among these values, the struggle for gender equality. The research, documentary and bibliographical, presents how the MST has addressed since its inception, the issue of women in its interior and how later, introduced the concept of gender with the creation of a specific sector. We aim to verify the pedagogical principles and the political-pedagogical project of the MST by analyzing its education policy that covers the issue of gender equality and has a general gender policy with proposals linked to educational training. We conclude that the Movement, since its inception, has produced theoretical texts and developed practical actions aimed at increasing the participation of women, with courses in formal education and training, in the various sectors and instances of the Movement. Thus, gender equality must be present in production, decision-making bodies and political coordination. Seeking to guarantee and expand gender equality among militant men and women, the MST elaborated strategic proposals and created a Gender Sector focused on the promotion of gender equality and equal participation. The MST points out necessary lines of action to achieve gender equality. In this sense, the creation of this new way of doing the proposed education, has brought progress giving the implementation of these actions in the Movement as a whole. The research demonstrates that education is present in all spaces of the MST, therefore, Pedagogy of Movement is a broader educational process, which passes through the school and is developed in settlements and encampments across various sectors. Egalitarian participation between men and women in the Movement is necessary for the transformation of reality, however, there is still much to be done to implement the lines of action in all settlements and camps, so this must be an ongoing process.
The Landless Rural Workers Movement (MST) was established in 1984 with the aim of fighting for land, fighting for land reform and fighting for social change in the country. This struggle for social change contributed to the creation of a new educational formation focused on the construction of values, among these values, the struggle for gender equality. The research, documentary and bibliographical, presents how the MST has addressed since its inception, the issue of women in its interior and how later, introduced the concept of gender with the creation of a specific sector. We aim to verify the pedagogical principles and the political-pedagogical project of the MST by analyzing its education policy that covers the issue of gender equality and has a general gender policy with proposals linked to educational training. We conclude that the Movement, since its inception, has produced theoretical texts and developed practical actions aimed at increasing the participation of women, with courses in formal education and training, in the various sectors and instances of the Movement. Thus, gender equality must be present in production, decision-making bodies and political coordination. Seeking to guarantee and expand gender equality among militant men and women, the MST elaborated strategic proposals and created a Gender Sector focused on the promotion of gender equality and equal participation. The MST points out necessary lines of action to achieve gender equality. In this sense, the creation of this new way of doing the proposed education, has brought progress giving the implementation of these actions in the Movement as a whole. The research demonstrates that education is present in all spaces of the MST, therefore, Pedagogy of Movement is a broader educational process, which passes through the school and is developed in settlements and encampments across various sectors. Egalitarian participation between men and women in the Movement is necessary for the transformation of reality, however, there is still much to be done to implement the lines of action in all settlements and camps, so this must be an ongoing process.
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Palavras-chave
Movimento dos Trabalhadores Rurais Sem Terra (MST), Formação educacional, Educação, Igualdade de gênero, Mulheres, Landless Rural Workers Movement (MST), Education, Gender equality, Women