Participação política: sentidos e significados atribuídos por membros do setor de educação de um assentamento rural

Abstract

Studies located in the field of intersection between psychology and politics have contributed significantly to the investigation of various phenomena related to political behavior. Among the main topics discussed in this interdisciplinary field, political participation is present. As a rule, the references that deal with this theme have privileged the processes and factors involved in political participation. This research focused on understanding the phenomenon starting from the perspective of the subjects and the tensions they experienced. From the Vigotskyan point of view, in conjunction with the Gramscian theory, the research aimed at studying the senses and significances attributed to political participation by individuals of the education sector of a rural settlement linked to the MST. The political praxis, which is an intentional action aimed at the intervention in men as a social being, is the central category of this work. It is understood here as immersed in a social reality and in a Gramscian-oriented politics from a Vygotskian subjectivity. According to the framework adopted, the constitution of the subject is constantly permeated by the social relations in which the subject is embedded, i.e., the tensions that are present in the social and economic fields are also manifested in the field of subjectivity, in the organization of their subjective drama. The participants of this research were four adult subjects. Those involved with educational activities for children and young people in the settlement were prioritized as participants. The empirical corpus was constructed through two interviews with each participant and observations of activities involving the education sector of the settlement. The information obtained by these two instruments were articulated during the analysis. The analysis was performed from the construction of categories based on the interviews and on the theoretical framework. Individual and across-sectional analyses were performed in order to approach common elements to the four subjects. The main concepts that guided the look for the empirical corpus were political praxis, sense, drama and common sense. It is evident that the political praxis must be understood as a process in constant motion and transformation, related to different dimensions: general and specific, objective and subjective, cognitive and affective. Furthermore, understanding the political praxis can not be limited only to the participation in the social movement, but it must cover experiences in different fields of the subjects' life: family, religion, work, etc. The roles played in these different fields intertwine with the role of being an activist. The subjects demonstrate they undergo continuous change processes related to political praxis. Changes linked to their senses, to their subjective dramas and to common sense stand out from the analyses. These changes are only possible from the contradictions and critic potential present in the participants' own subjectivity. Finally, we advocate the importance of ...

O MST e a Luta pela Terra em Ribeirão Preto (SP): psicologia política, políticas públicas e direitos

“…Essas melhorias reconhecidas pelos assentados compõe o processo de desenvolvimento da saúde mental em suas comunidades, ou seja, o avanço no campo dos direitos geram comunidades mais saudáveis (González Suárez, 2008). Pensando de forma mais específica no assentamento Mário Lago, vários relatos também indicam significativos avançosmateriais e subjetivos -por meio da luta e do acesso à terra (Rosa, 2013). Consideramos os trechos abaixo ilustrativos desse processo.…”

O processo de apropriação da política da educação do campo por profissionais de uma escola no interior do estado de São Paulo

“…Nessa abordagem, o método é entendido, "ao mesmo tempo, [como] pré-requisito e produto, instrumento e resultado do estudo" (Vigotsky, 2007, p. 69). Compreender o método como pré-requisito e produto implica concebê-lo não como simples instrumento selecionado para determinados fins, mas como um processo contínuo de construção, no qual o pesquisador constrói o método em diálogo com seu objeto de pesquisa (Rosa, 2013).…”

<i>Acampamento</i> e <i>assentamento</i> rural como contexto de cuidado e educação compartilhados de crianças

“…Portanto, nos dispusemos a elaborar uma caracterização geral da coletivização em cada um dos contextos investigados, de Socioambiental e Práticas Educativas -LAPSAPE/FFCLRP-USP -, relacionam-se: às escolas de educação infantil do/no campo Araújo, 2011); às relações família-escola em área rural (Lima, 2012); às modalidades de educação e cuidado das crianças de até 3 anos em assentamentos rurais (Madlum, 2012); à participação infantil nos assentamentos rurais (Carvalho, 2011;Carvalho, 2012); ao cotidiano da criança de até anos em assentamentos rurais (Araújo, 2013); à apropriação da política de educação do campo e do espaço rural na constituição do professor do campo (Bezerra, 2013;Pinheiro, 2014); à participação política e constituição de membros do setor de educação do MST (Rosa, 2013); à articulação entre a Psicologia do…”