Direito à educação : da lei positivada à realidade do movimento dos trabalhadores rurais sem terra (MST), no extremo norte do Espírito Santo

Abstract

The work its aim at targeting the right to education, based on the positive law directed to the landless rural workers in the North of Espírito Santo, in the context of the “Três de Maio” elementary school, located in the Castro Alves settlement, in the city of Pedro Canário-ES. The study focuses mainly on the analysis of the effectiveness of the public and fundamental education process taking into consideration the variable government policies, the possible reservation theory and the landless social movement (Movimento Sem Terra) struggles. This documental and bibliographic research, with the usage of semistructured interview and qualitative approach, was the methodological way chosen for inquiries. It also combined the usage of written and oral sources, aiming at theoretical anchoring in the MST concepts proposed by Gramsci (1196; 1991), by Freire (2013; 2017), by Coutinho (2011), by Arroyo (2011), by Caldart (2011) and others. The proposed goals have made our analysis possible with a questioning and arguing view about the positive law - that is regarding the law itself and properly presented in its texts. It was pondered upon the materialization of the public right to a regulated education by this educational law, on how this effectiveness mediated by the public policies reach the “Três de Maio” school as well as its students and its surroundings. It was also analyzed its real contradictions. The data collection was performed through a survey, informal conversations and manipulation of books and documents, and yet also, through the socialization with the whole school collegiate. The results found through the data analyzed showed that it was possible to conclude that realization of the right to education on the “Três de Maio” State Elementary School reality is a process that ,when compared to its reality in the decade of 1980, allows for the observation that this realization of the positived by the law; on the other hand, it is also possible to perceive government resistances through the shutting down of country schools and their disapproving of the “alternation pedagogy” and its insertion in this school’s curriculum. In this scenery we conclude that, even though the instability about the materialization of this right instituted by laws, the effectiveness happens – in fact – according to the social movements (MST) struggles.