The education field in the State of Espírito Santo: the social movements and the realization of struggles

Abstract

The objective of this article is to characterize the field education in Espírito Santo, presenting the educational experiences that constitute the peasants’ alternative of resistance to the pattern of development established by capital, in close relation with the materialization of the struggles waged by social movements and formation of the educator in the rural schools, as spaces of critical, autonomous and emancipatory production of knowledge. Documentary research was developed, predominantly, in bibliographic collections. We support a sociological
perspective of investigation and explanation of the social processes of participation of the peasant subjects, as historical and cultural beings. Among the sources of research, we use legislation, ordinances, decrees and theoretical references on rural education, especially Arroyo & Fernandes, 1999; Brandão, 1984; Caldart, 2002. Among the initiatives researched, we highlight: Promotional Education Movement of Espírito Santo (MEPES), Rural Community Schools (ECORS), Regional of the Associations of Family Centers of Formation in Alternation of Espírito Santo (RACEFFAES), Federation of Workers in Agriculture in Espírito Santo (FETAES), Small Farmers’ Movement (MPA), Indigenous Education, Quilombola Education and Movement of Landless Rural Workers (MST). We understand that these entities and social movements, for decades present in the Holy Spirit, with projects linked to the peasantry of Espírito Santo, affirm pedagogical proposals synthesized from the historical contradictions that place the rural man and woman as subjects of rights. In this context, the elements that move the process of teaching and learning are removed from the concrete reality and, in this way, there is
no possibility of untying the struggle for land and education, regardless of the spaces in which these experiences materialize.