Camp Education at Nelson Mandela Camp, Water Branca / AL and Settlement Maria Bonita, Delmiro Gouveia / AL: ruptures and perspectives in the 21st century / Educação do campo no acampamento Nelson Mandela, Água Branca/AL e Assentamento Maria Bonita, Delmiro Gouveia/AL: rupturas e perspectivas no século XXI

Abstract

This study is meant to examine how can through the Rural Education interpret the aftermaths of social, economic and territorial formation expressed in the field of popular culture at Camp Nelson Mandela in White Water and Settlement Maria Bonita in Delmiro Gouveia / AL. To do this, the interpretation of the paradigm of the agrarian question becomes necessary as a theoretical validation on permeates the struggle and resistance of the people of the field for access to contextualized education to its socially established relationships. However, we look back on the readings Bergamasco (1996), Camacho (2012), Ferreira (2011), Munarim (2011), Oliveira (2001), Oliveira (2004), Serpa (2006), Stédile (2000), Smith ( 1998) in order to interpret the differentiation between settlements and camps, the relationship between the peasantry, family farming and agribusiness and the aftermaths of the relationship in the organization and production of space and how all these elements are socialized in study environments performed. However, it was done field work in order to interpret how this process is organized and reaffirms the condition of struggle and resistance of these field people in the field. historical context of the understanding is needed that involves the field of education in Brazil through the breakdown of relationships established it through specific legislation that formatted. It is from the interpretation of the National Education Plan (PNE) in force since 2001 emphasize how social movements and rural workers are linked to the struggle for access to the field of education and in the field. In this sense, it is understood that the starting point for understanding this process Versamunderstanding of social and political developments of the era imperial heritage of historical periods (hereditary captaincies and Sesmarias), and existing developments between the nineteenth and twentieth centuries , among which the late industrialization process that contributed to technical training that enveredava this education in the field as a mere receptacle for feedback agribusiness.

Keywords

• Education in the field
• fighting
• Endurance