Por uma pedagogia das margens: pensando as práticas pedagógicas da educação escolar indígena e da educação do campo

Abstract

: Indigenous education and rural education represent forms of resistance and affirmation of the cultural and social identities of these people. The pedagogy that emerges from their educational practices is intrinsically linked to the struggle for recognition of their particularities. Based on research developed on indigenous education and rural education, especially with regard to coping strategies adopted by marginalized peoples, notably in the fight for the rights to land, education, land care and health, the present The article aims to reflect on indigenous school education and rural school education, taking into account experiences of social movements that seek to build pedagogical practices committed to human, political and identity formation, in a school educational process intrinsically linked to the struggle for land and life maintenance, committed to the construction of an authorial project. To achieve this purpose, we bring to debate concrete experiences, built from counter-hegemonic movements, such as the Teia dos Povos, the Landless Rural Workers Movement (MST) and the Zapatista Movement. These movements challenge the established social order and the state apparatus. In this sense, the pedagogy of the margins is one built based on the political experiences of the groups affected by social and educational inequalities.