A relação pedagógica entre técnicos e pequenos produtores rurais assentados: o (des) encontro de discursos, saberes e práticas

Abstract

It constitutes the central intent of this study to examine how relations were established between the technicians of the State and smallholder rural settlers settled in Areas of Settlement Land Reform of Ceará, explaining the encounters and/or confrontations of their practices, their knowledge and their articulation with the power question, identifying both the possibilities and the limits of the construction of an educational praxis between these subjects and agents. The choice of this object of study is referenced in the practical and theoretical path that I lived in the Secretaria da Educação do Estado and in other professional experiences along the smallholder rural settlers and their membership organizations. The theoretical / practice reflection had undertaken as observation field a concrete experience - the implementation of the following program: Programa de Apoio à Gestão de Organizações de Pequenos Produtores Rurais - that was developed in the geographical and political space settlement areas, from November 1993 to July 1994. The program was the result of a history of struggle of the settlers with public institutions in an attempt to enable a process of technical and administrative cooperation compatible with their interests and needs. To undertake the analysis of the object of study, I sought as a theoretical-methodological support the contribution of some marxist categories and conceptions or those that share this interpretation, as State, work, praxis, social knowledge and power, essential tools for a more global understanding of man as the subject of his history and of the relationships that he establishes between other men and them with reality. Whereas the educational praxis is a dimension of human praxis, I pointed out as discoveries of this study, the potentiating spaces of this praxis. Educational processes gave birth over the comings and goings of practices, knowledge and powers, between settlers and technicians and those with institutions that fostered the Program, and legitimized the presence of the state. Not only the meetings (paths), but the oppositions of practices, knowledge and powers (waywardness) translate the potentiality of construction of such an educational praxis whose seeds had in the experiment of the Support Program, a fertile soil for germination.