As concepções sobre a alfabetização de crinças no MST: uma análise a partir dos documentos do movimento

Abstract

This research is part of the Graduate Program in Education at the Federal Institute of Goiás-Campus Goiânia, in the line of research Theories of Knowledge and Pedagogical Practices and initially presents the complex issue of children's literacy in the Brazilian context. It is also linked to the Panecastic Studies and Research Group and presents analyzes the historical movement of construction and constitution of concepts and conceptions about children's literacy as a relevant social phenomenon, legally guaranteed to new generations, but still far from universalization in Brazil. It notes that the intensification of disputes between various social sectors over the hegemony of conceptions of literacy that should guide Brazilian public education is taking place, with the neoliberal economic model, currently reinvigorated by ultraconservative and religious movements, prevailing. It then discusses the context of the emergence and development of the Landless Movement (MST), its subjects and its educational proposal, structured on specific principles, called Pedagogy of the Movement, which is a synthesis of socialist theoretical currents, inherited from popular and peasant struggles for land and social movements in contradiction to the neoliberal model supported by Agribusiness. The focus of this study is on the conceptions of children's literacy that underlie the MST's guiding documents. To this end, it carries out a bibliographical review of the themes and takes the historical-dialectical materialist perspective of understanding, analyzing and explaining reality, in which authors such as Marx (2011) stand out, Kosik (1976), Netto (2011), Freire (2021, 2000), Caldart (1999), Molina (2015), Soares (1987), Mortatti (2019), Ramos (2021), Frigotto (2015), Freitas (2014), Brandão (1980), Duarte (2016), Antunes and Pinto (2017), among others. It also analyzes the MST's documents, which contain the philosophical, political, cultural, pedagogical and methodological principles that structure and determine the group's conceptions of its educational proposal. The principles that guided the research were based on the philosophy of social praxis, as well as on Vasquez (2007), considering the dialectical relationship between theory and practice for the formative and educational work carried out by the MST. Finally, it points out the elements of synthesis and their interrelationships obtained by the analysis and triangulation of data, among them: the political dimension of literacy concretized in the Sem Terrinha identity; literacy as an instrument of dialectical overcoming of the capitalist model; literacy mediated by reality and the generating themes.