Educação popular como práxis formativa na emancipação de mulheres da via campesina

Abstract

This research is linked to the stricto sensu Graduate Program in Education at the Pontifical Catholic University of Goiás, in the Research Line: Education, Society and Culture. It adheres to the research group Youth 'Education' registered with CNPq and is part of the research project entitled: 'Cultural Diversity and Education - Youth, Political Participation, Organizations and Social Movements in the 21st Century'. The general objective is to understand if and how, the educational practices of the Via Campesina social movements in their formative processes contribute to the formation of peasant women as subjects in their daily praxis. The study started from the following problem: what are the meanings attributed by a group of peasant women in relation to the training promoted by Via Campesina, in order to contribute, or not, to the emancipation and liberation of women, both in political, economic and social aspects and cultural? It was theoretically and methodologically guided by historical and dialectical materialism and, in particular, by the contributions of ARROYO, (2003, 2008); FREIRE (1987, 1996,1997); BATISTA (2003); BRANDÃO (1984, 2009), CALÇA E CINELLI (2018) among others. The methodology consists of a qualitative approach within the methodological scope of the human and social sciences, especially in the educational field, having, in its procedures, bibliographical and documental research, and field research, with the application of questionnaires and with the conducting interviews with a group of women from the Movimento de Mulheres Camponesas (MMC), located in the municipality of Quilombo, in the state of Santa Catarina. It is concluded that the formative processes in the MMC contribute to the understanding of the reality of these women and in their struggle for female and peasant emancipation. That, the women of Via Campesina built, from popular education and experiences in the movements, a new world view, being able to say, therefore, that the meanings attributed by them are that the MMC effectively contributes to the emancipation and liberation of women. women and, that Popular Education appears as a central methodology in the formative processes that are based on praxis, dialogicity and problematization, contributing to the construction of the 'being more' of the participants of the Movement