A pedagogia feminista e a agroecologia como ferramentas de transformação social na vida de mulheres camponesas do movimento dos trabalhadores sem terra da Cantuquiriguaçu/PR

Abstract

Historically, women have been victims of the patriarchal system and gender inequalities. This study aims to analyze how feminist pedagogy and Agroecological practice can contribute to the process of social transformation of peasant women in Cantuquiriguaçu. The aim of this research is to provide a historical contextualization of how the feminist peasant movement is organized in the Cantuquiriguaçu region, as well as to identify, through an experience report in the feminist peasant women's movement, which feminist pedagogy leads to the transformation of these women's lives. women. Another aspect is to check the influence that agroecology has on the lives of peasant women. This research was carried out with 9 (nine) feminist peasant women, participants of the MST, following a script with semi-structured questions. The interviews were mostly carried out in the interviewees' lots. These women belong to the municipalities of Laranjeiras do Sul, Rio Bonito do Iguaçu and Nova Laranjeiras, in the state of Paraná. For a long time, peasant women lived in anonymity and were invisible to society, restricted to domestic environments, destined to take care of the family and the home. They lived in a universe extremely dominated by patriarchy. The first steps towards women's emancipation were taken by those who perhaps did not even consider themselves feminists, but who possessed such characteristics. These women did not feel comfortable with the way they lived and were treated, both in the domestic environment and in society, with inferiority, oppressed, which led them to submission. In this sense, we seek to understand how feminism and agroecology can contribute to the social transformation of peasant women in Cantuquiriguaçu. With this research we can reiterate that there is a feminist pedagogy that enables the formation of critical subjects, with the ability to make changes in their lives and in the society in which they are inserted. This feminist pedagogy appears both in the trajectory of the interviewees with the Landless Workers Movement, and in the collectives in the communities where they live, such as the Regional Women's School. This feminist pedagogy strategy demonstrates that it can contribute to gender equity which, together with agroecology, becomes a tool that allows the construction of new forms of social relations between gender and the environment.