Las pedagogías socialistas MST

Para la producción de nuevas relaciones en el campo Brasileño

Translated title of the contribution: The social(ist) pedagogies of the MST: Towards new relations of production in the Brazilian countryside

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities' survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists-Paul Willis, Paulo Freire, and Antonio Gramsci-are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST's social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST's educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.

Original languageSpanish
JournalEducation Policy Analysis Archives
Volume21
StatePublished - May 13 2013

Fingerprint

relations of production
social pedagogy
Social Relations
manual labor
school
means of production
worker
social movement
socialism
promotion
food
learning
community
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{0b4d15300a9d497aa9304dc10da63126,
title = "Las pedagog{\'i}as socialistas MST: Para la producci{\'o}n de nuevas relaciones en el campo Brasile{\~n}o",
abstract = "This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities' survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists-Paul Willis, Paulo Freire, and Antonio Gramsci-are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST's social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST's educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.",
author = "Rebecca Tarlau",
year = "2013",
month = "5",
day = "13",
language = "Spanish",
volume = "21",
journal = "Education Policy Analysis Archives",
issn = "1068-2341",
publisher = "Arizona State University",

}

TY - JOUR

T1 - Las pedagogías socialistas MST

T2 - Para la producción de nuevas relaciones en el campo Brasileño

AU - Tarlau, Rebecca

PY - 2013/5/13

Y1 - 2013/5/13

N2 - This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities' survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists-Paul Willis, Paulo Freire, and Antonio Gramsci-are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST's social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST's educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.

AB - This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities' survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists-Paul Willis, Paulo Freire, and Antonio Gramsci-are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST's social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST's educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.

UR - http://www.scopus.com/inward/record.url?scp=84877255882&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84877255882&partnerID=8YFLogxK

M3 - Article

VL - 21

JO - Education Policy Analysis Archives

JF - Education Policy Analysis Archives

SN - 1068-2341

ER -