The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement
Based on researches made on the Antonio Companheiro Tavares settlement and given interviews, the objective of this article is to analyse the process of identity construction and consolidation of the “Sem terra”. In this way, it seeks to understand the way education is given (formal and informal) bot...
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Universidad Nacional de Rosario
2016
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| Acceso en línea: | https://perspectivasrcs.unr.edu.ar/index.php/PRCS/article/view/269 |
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I15-R203-article-2692022-07-09T04:18:22Z The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement A identidade "sem terra" e a educação campesina no assentamento Antônio Companheiro Tavares Ueda, Eduardo G. Aver, Gabriel P. “Sem terra” identity Education Companheiro Tavares settlement Identidade “sem terra” Educação Asentamento Companheiro Tavares Based on researches made on the Antonio Companheiro Tavares settlement and given interviews, the objective of this article is to analyse the process of identity construction and consolidation of the “Sem terra”. In this way, it seeks to understand the way education is given (formal and informal) both in young people and adults. The theoretic tools used are the concepts of symbolic capital of Pierre Bourdieu, the analysis of Salete Caldart of the education in the MST and the concept of “mundo da vida” (“world of life”) of the fenomenology of Aldred Schutz. The struggles of the movement can’t be reduced to their slogan “ocupar e resistir” (“to occupy and resist”), there are internals issues that also have their relevance, after all we are talking of a movement built in conflictive scenarios, in a bet of an organization from bottom to top. The education of their younglings and the formation of the “Sem Terra” identity are some examples of internals problematics. Nevertheless, the issues that the settlement go through are not the same as the movement, as there are still many things that need to be structured in the first one. There are particular problems of the settlement that differ, and a lot, from the MST guidelines. To approach them makes part of the understanding the identity construction as complex process. Com base nas pesquisas realizadas no assentamento Antônio Companheiro Tavares e entrevistas cedidas, o presente artigo objetiva analisar o processo da construção e consolidação identitária dos Sem Terra. Neste sentido, procura compreender a maneira que se dá a educação (formal e informal) tanto para os jovens como para os adultos. As ferramentas teóricas utilizadas são os conceitos de habitus e capital simbólico de Pierre Bourdieu, as análises de Salete Caldart sobre a educação no MST e o conceito de “mundo da vida” da fenomenologia de Alfred Schutz. As lutas do movimento não se resumem ao seu lema “ocupar e resistir”, há problemáticas internas que também têm sua relevância, afinal estamos falando de um movimento construído em cenários conflitivos, numa aposta de organização de baixo pra cima. A educação de seus jovens e a formação da identidade Sem Terra são alguns exemplos dessas problemáticas internas. Contudo, as questões que o assentamento passa não são as mesmas que o movimento, existindo ainda muitas coisas a serem estruturadas no primeiro. Há problemas particulares do assentamento que se diferem, e muito, das pautas do MST. Abordá-los faz parte de entender a construção identitária como um processo complexo. Universidad Nacional de Rosario 2016-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Convocatoria por invitación application/pdf https://perspectivasrcs.unr.edu.ar/index.php/PRCS/article/view/269 10.35305/prcs.v0i2.269 Perspectivas Revista de Ciencias Sociales; Vol. 1 No. 2 (2016): Perspectivas Revista de Ciencias Sociales No. 2 Julio-Diciembre 2016; 256 - 270 Perspectivas Revista de Ciencias Sociales; Vol. 1 Núm. 2 (2016): Perspectivas Revista de Ciencias Sociales No. 2 Julio-Diciembre 2016; 256 - 270 2525-1112 spa https://perspectivasrcs.unr.edu.ar/index.php/PRCS/article/view/269/167 Derechos de autor 2016 Autor |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-203 |
| container_title_str |
Perspectivas – Revista de Ciencias Sociales |
| language |
Español |
| format |
Artículo revista |
| topic |
“Sem terra” identity Education Companheiro Tavares settlement Identidade “sem terra” Educação Asentamento Companheiro Tavares |
| spellingShingle |
“Sem terra” identity Education Companheiro Tavares settlement Identidade “sem terra” Educação Asentamento Companheiro Tavares Ueda, Eduardo G. Aver, Gabriel P. The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| topic_facet |
“Sem terra” identity Education Companheiro Tavares settlement Identidade “sem terra” Educação Asentamento Companheiro Tavares |
| author |
Ueda, Eduardo G. Aver, Gabriel P. |
| author_facet |
Ueda, Eduardo G. Aver, Gabriel P. |
| author_sort |
Ueda, Eduardo G. |
| title |
The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| title_short |
The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| title_full |
The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| title_fullStr |
The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| title_full_unstemmed |
The “sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| title_sort |
“sem terra” (“without land”) identity and the rural education in the antonio companheiro tavares settlement |
| description |
Based on researches made on the Antonio Companheiro Tavares settlement and given interviews, the objective of this article is to analyse the process of identity construction and consolidation of the “Sem terra”. In this way, it seeks to understand the way education is given (formal and informal) both in young people and adults. The theoretic tools used are the concepts of symbolic capital of Pierre Bourdieu, the analysis of Salete Caldart of the education in the MST and the concept of “mundo da vida” (“world of life”) of the fenomenology of Aldred Schutz. The struggles of the movement can’t be reduced to their slogan “ocupar e resistir” (“to occupy and resist”), there are internals issues that also have their relevance, after all we are talking of a movement built in conflictive scenarios, in a bet of an organization from bottom to top. The education of their younglings and the formation of the “Sem Terra” identity are some examples of internals problematics. Nevertheless, the issues that the settlement go through are not the same as the movement, as there are still many things that need to be structured in the first one. There are particular problems of the settlement that differ, and a lot, from the MST guidelines. To approach them makes part of the understanding the identity construction as complex process. |
| publisher |
Universidad Nacional de Rosario |
| publishDate |
2016 |
| url |
https://perspectivasrcs.unr.edu.ar/index.php/PRCS/article/view/269 |
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