Programa Nacional de Educação na Reforma Agrária e seu suposto caráter contra-hegemônico: análise da implementação do programa na UEFS – 2005 a 2008

Abstract

This essay’s research subject is the project developed by the National Program of Education in Agrarian Reform (PRONERA), which is into the public politics for rural education, through a partnership with the State University of Feira de Santana (UEFS), Foundation for Research, Education and Culture (FAPEC), Ministry of Agrarian Development (MDA), Regional Superintendence of the National Institute of Colonization and Agrarian Reform (INCRA), Federation of Agricultural Workers in Bahia State (FETAG-BA) and the Rural Pastoral of Paulo Afonso Diocese in the modality of youth and adult literacy from 2005 to 2008. This research discussed the process of construction and development of the project, pursuing the understanding of how the program counter-hegemonic proposal was concretized. Based on the critical theory, the references used were Gramsci (1989, 2007), Ribeiro (2010) and Caldart (2004, 2009), that supported the analysis categories Counter-hegemony and Rural Education, establishing the research profile. Based on the qualitative methodology, a documentary research was used from the content analysis, which served as documents produced by the partners from PRONERA/UEFS, such as the project main text, the institution and supporting team evaluation reports, the text of interinstitutionally established agreement, the PRONERA study modules, in addition to the Program Operational Manuals. Among other findings, it was verified that the PRONERA/UEFS project, when guided in a conception of constructivist education (related to international guidelines for education in the twenty-first century, created by ONU and UNESCO), stood apart from the rural educational political principles. It denied, in a contrasting way, the origin of the educational proposal brought up from the rural social struggles in the last decades of the twentieth century. It was also verified a great number of contradictions related to the participation and role of the representatives in the triad of social movements, Incra and university on the process of implementation and proposal development, which brought implications for a satisfactory proposal implementation in its essence. These conditions risked the concept of rural education on the learning proposal, as well as the emancipatory potential, which PRONERA defends as a counter-hegemonic project from/to the social rural struggles.