Trabalho e Educação do Campo no contexto amazônico: um estudo em uma comunidade camponesa do Médio Rio Solimões

Abstract

The dissertation corresponds to the result of the research entitled Work and Field Education in the Amazonian context: a study in a peasant community of the Middle Rio Solimões. Whose empirical field was the territory of Alvarães, specifically the community of Nogueira. In order to do so, it was led by the following question: how do the Work and Field Education relate to the dialectic of nature that constructs and reconstructs relations that are contradictory and determine class interests in the hands of a few in a peasant community of the municipality of Alvarães? The research had as general objective, to analyze the relation work and education of the field in a community of the Middle River Solimões. It was guided by three specific objectives: 1) To study the theoretical references that support the work and education categories of the field; 2) Identify the social organization of work and education of the field, as well as its unique aspects in the field of Alvarães; and 3) To evaluate the materiality of work as an educational principle based on the elements that constitute the dynamics and contradictions of society. The main sources of empirical information were the semi-structured interviews, which during the course of the School of Earth Program Formations, it was possible to carry them out and collect the data. It was based on the methodological procedures of bibliographical and documentary research in a dialectical approach of Historical Materialism, guided by the three Laws Unity and Struggle of Contraries, Transformation of Quantity and Quality and Denial of Denial. Empirical categories such as Labor, Peasant Family Agriculture, Social Movement and Field Education were adopted as empirical categories. The research made it possible to conclude, among other aspects, that Field Education, even though it is established by public policies, there is a lack of political interest in implementing it in the community, so the education offered to the subjects, little dialogue with their reality, which reflects in the their formations that do not understand the process and why the Teaching is urbanized and migrate to the city in search of work and education, nevertheless, in recognizing the urban-centered education, in which it does not value the productive processes, cultures and knowledge constructed, the subject claims new conceptions of education anchored to their reality, which will give meaning to the work and consequently the materialization of Field Education in the community as a public policy.