THE ROLE OF SOCIAL MOVEMENTS IN THE CONSTRUCTION OF THE CONCEPTION AND PUBLIC POLICIES OF COUNTRYSIDE EDUCATION

Abstract

The article seeks to understand the role of social/union movements in the construction of the conception and public policies of Rural Education. The study was carried out on a bibliographic and documentary basis, based on the writings of Borges (2012), Caldart (2012, 2023), Arroyo, Caldar and Molina (2011), Freire (2023), Gohn (1997, 2006), Mészáros (2008), among others. The results point to the construction of the conception of Rural Education and public educational policies for the class that lives from working in/from the countryside, which has been constructed through organized struggle and the struggle experiences of peasant social/union movements since the 1990s. 1990, with emphasis on the activities of the Landless Rural Workers Movement (MST). We conclude that social movements have an elementary role in the revolutionary historical project of human formation of the peasant working class in its diversity, as we think/project a new school form and a new sociability beyond the destructive logic of capital, since these have been possible concrete transformations in education in the Brazilian countryside.