EDUCAÇÃO DE JOVENS E ADULTOS EM TERRITÓRIO CAMPONÊS: Assentamento Três Corações em Mato Grosso do Sul

Abstract

This investigation is associated with the line of research “Training processes, educational practices, differences”, of the Graduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS). Does it seek to understand how the subject is conceived in its historicity, is it the premise to identify and understand who are the uneducated young and adult subjects of the Três Corações Settlement? This investigation bets on revealing six subjects from the settlement, through a research with documentary analysis and semi-structured interviews. The theoretical basis for such a feat is anchored in the historical-cultural theory, which in turn is supported by the Historical-Dialectic Materialism. With this theoretical basis, it is possible to understand the subjects under the prism of a theory that sees them as a result of and in the social relations established throughout a historical process. Understanding these subjects with their singularities demanded, in the structured chapters, dialogue about fundamental questions for a critical analysis. Thus, we can say that the study of the development of the human psyche, the study on the trajectory of Youth and Adult Education (EJA) in Brazil, and also on the course and contribution of social movements in the field that resulted in advances and setbacks in public policies established historically since the period of colonization of the country, until the current economic and political scenario that the country lives. Faced with such theoretical contributions, according to the testimonies of the interviewees, we found that the non-schooled subjects of the territory of the settlement, are translated as a part of the capitalist society that since their childhood had their rights suppressed, denied. As a result of this condemnation provoked by the ruling class, there is obviously a contradiction in denying, for example, the right to elaborate, erudite knowledge and, therefore, to school education, intensifying the high rates of illiteracy and social inequalities.