Narrativas de vida e formação de estudantes e lideranças do Programa de Educação em Células Cooperativas

Abstract

PRECE, then Cooperative Cell Education Program was founded in 1994, in Pentecoste, Ceará, under the leadership of Professor Manoel Andrade Neto of the Federal University of Ceará and seven other students who weren’t attending school at the time. These six boys and one girl were meeting in a flour house to study together with the purpose of finishing their studies and enter in the university and they succeeded through the PRECE program. Learning in cooperation and solidarity brought success, observing that they completed higher education and also built a cooperative and supportive student movement that has been an example in participatory methodology for education agents in Ceará, Brazil and internationally. The purpose of this thesis is to understand the conditions of production, existence of the PRECE Program, how this experience of cooperative and solidarity learning generated social impact in the inclusion of young low-income students in the university; to highlight impacting and differential elements that enable the understanding that the educational experience has potential to inspire educational practices in other environments, formal or non-formal. Guided by the theoretical-methodological proposal of life stories and formation, I place my self-analysis side by side, guided by the development experiences in the community, in the school, in PRECE and the analysis of nine memorials of students and community leaders who also walked the same path. I analyzed episodes of before and after the experience in their difficult reality in the countryside. I highlited strengths, educational values, methodological elements and social practices. The thesis shows results that can serve as inspiration to professionals in the field of education who carry great challenges in Brazil. The obtained data allowed another look on the educational and political context of the experience and the perception of the value that had the social capital raised by the PRECE group in the region. I realized that the experience of PRECE had transformative potential by socially including youth from low-income families through the cooperative and supportive education that inserted this group in the university, resulting in potent fertility in the possibility of implementation in other close educational contexts. In this context, an individual and group habitus is maintained, driven and maintained by the field and its agents through social interdependence, leading various educational projects and life transformers. Finally, this narrative of formation caught fragments of the life of the educator I am, the agent of a praxis in a (trans) formative experience which reveals a reading of myself, the other and the world in the affective, formative and social dimensions.