Educação popular e direitos humanos: contribuições para a formação de educandos do ensino médio no assentamento Califórnia, Açailândia-MA

Abstract

Popular Education, Human Rights and the contribution of these categories to the education of students in the rural school environment form the center of this work, which aims to build socio-educational practices in an interdisciplinary perspective, in high school classes in the California settlement, in Açailândia/MA, in order to characterize a conception of education that emerges from the social and political space – the settlement as a space of resistance – in the search for the formation and invention of sociabilities and awareness of new subjects for a participatory, democratic culture, of implementation and construction of new rights. In this path, the holding of Conversation Circles, as a re-reading of the Culture Circles, and the problem-challenge situation guided by the educational praxis of Paulo Freire (1967) and by action research, constitute the methodological instruments of implementation of the present work, imbued with humanism and protagonism of the subjects, from their own experiences, in a collective and solidary way. As a member of the Community of the California Settlement, knowledgeable of the struggles undertaken in that space, and a former teacher at the School where the educational practices that this work were carried out, I sought, together with the students and educators of the high school classes, to to unfold these reflexive axes (problem-challenge situation) based on thematic investigation, thematization and problematization, collectively creating situations that trigger the debate, with a view to raising awareness, mediated by a plurality of approaches such as: Education, Democracy , MST as a pedagogical subject, and the sense of the meaning of the term Rural Education. Corroborate this one work, as a theoretical foundation, Paulo Freire (1967, 1987, 1993, 1994, 2000, 2003), as the main reference in Education and in emancipatory pedagogical practices, and which brings us a dialogical, critical, participatory education, founded on praxis and in the intervention of the subject in the environments of life, in addition to Roseli Caldart (2001, 2005, 2012a, 2012b) who works on the formation of Landless peasants and with the Pedagogy of the Landless Movement, Vera Maria Candau (2007) on Education in Human Rights, and many others that, with their different experiences, indicate paths to an education that raises awareness.