Education, social movements and teachers education: the CUIA project in the context of the brazilian agrarian re form

Abstract

The focus of this work is the educational actions of the “CUIA” project implemented in the establishments of Brazilian agrarian reform, in to macro south area of RS. We highlighted the social-educational insertion starting from the history and teachers education in the context of the social movements. In this way, the goal was to implement a differentiated educational practice and to build the identity of a work in a collaborative way, rescuing an experience of the teachers’ of the establishments of agrarian reform. In this sense, some strategic actions are described, starting from the thematic investigation, betting in the continuous education, in the appealing schooling, showing the social-educational practice of the subjects involved in the context of the agrarian reform. The implementation has been beacon by the theory-guide, action-research educational emancypatory and education dialogical and that problematizes powering collaborative-active practices in a historical context. We stood out the educative formative role of the public university in the social movements and the construction of our educational dialogical and that problematizes practice in classroom. In terms of project, the goal is the recurrent schooling and the capacity t o teach reading and writing for adults and young people via action-investigation in the educational process in a collaborative way to produce the school-cultur al transformation. Thus, we developed an educational enterprise in the scope of teachers’ education of the establishments of agrarian reform, consolidating a partnership among university subje cts and members of the social movements.