Cooperação e escolarização — caminhos percorridos na Escola Itinerante Herdeiros do Saber — Acampamento Primeiro de Maio, Rio Bonito do Iguaçu/PR

Abstract

Land occupation represents the starting point for agrarian reform. The MST school emerges as a result of the determination of those living in camps while awaiting the realization of agrarian reform. However, it is not a conventional educational institution; it is a public school demanded in occupation areas, carrying with it the distinctive characteristics of the Movement and adopting itinerancy as a fundamental principle. Its logic is deeply rooted in the local reality of the camp, whose physical existence is uncertain, depending on the specific conditions of the struggle. Thus, theschool, the Itinerant School, plays a vital role in the life of the camp by fulfilling its social function, but also adapts and moves according to the new actions of the Movement. Fulfilling its goal of building a pedagogical field, offering a pedagogy that incorporates content that gives new meaning to social struggles and resistance. The method of historical- dialectical materialism used guides in understanding the realityof these facts. During the process of constructing the identity of the Itinerant School, the Cycles of Human Formation were created, which seek the formation of the student considering their reality. Collectively, the Itinerant School continues to fight foran education that respects the historicity of the subject of the movement, forming resistant subjects in the struggle capable of facing the capitalist system and maintaining the proposal for education. The creation of camps and settlements arisesfrom the cooperation and collectivity of the subjects, becoming their identity. The discussion of the cooperation theme at the Herdeiros do Saber Itinerant School occurred from semi-structured interviews and document analysis. To this end, it was necessary to know the Political-Pedagogical Project, the base document of the Iraci Salete Strozak School, the base school of the Herdeiros do Saber Itinerant School, and their reality, both located in Rio Bonito do Iguaçu- PR. Cooperation relations between educators, learners, and rural communities play a fundamental role in strengthening social ties, developing the autonomy of subjects, and promoting contextualized and emancipatory education. In addition, they highlight the importanceof active community participation in the educational process and the need to develop teaching methodologies that value and stimulate cooperation among different actors.