Gestão das escolas de ensino básico em áreas de assentamento do movimento dos trabalhadores rurais sem terra (MST) na região norte capixaba (2003-2018)

Abstract

This study aims to analyze the management of public schools of basic education in areas of settlements coordinated by Movement of Landless Rural Workers known as Movimento dos Trabalhadores Rurais Sem Terra (MST). The universe of the research was the educational experience of the schools Maria Olinda de Menezes and Margem do Itauninhas, located in the municipality of Pinheiros, north of Espírito Santo State. As a time frame, we analyzed the Paulo Hartung period, his administration as governor between the years 2003 to 2010, and from 2015 to 2018. The analysis of the theme was based on the existing approach in Brazilian legislation such as the Federal Constitution of 1988, the National Education Guidelines and Bases from 1996 and the National Education Plan / PNE (2014 - 2024). It is based on the view of authors who discuss the issue of educational management, such as Gadotti (2002), Paro (1998), Caldart (2004), Saviani (2008), Oliveira (1997) and Freire (1996). Within qualitative paradigm, the study had participatory research as a methodological strategy, based on the following instruments and techniques of data collection: document analysis, conversation group and semi-structured interview. The analyzes revealed that the settlement schools develop many successful pedagogical practices based on the principle of democratic management, having as basis the participation and autonomy in taking decision, the integral formation of the human being, the respect and appreciation of reality as knowledge production. In this sense, it is understood that the Constitution of 1988 and the National Education Guidelines and Bases (LDB) were important in ensuring the democratic principle, but that, from the 1990s, with the consolidation of neoliberal politics, many of the democratic processes were abolished and / or weakened. This conjuncture brought serious consequences for the education of the Countryside at national and state level which boosted the mobilizations of the MST. This act of claiming the implementation of public policies contextualized with the peasant reality accentuated the tensions in the relationship with the State.