Educação humanitas: uma abordagem a partir das escolas itinerantes do MST à luz da religação moriniana dos saberes

Abstract

This Master's Dissertation addresses the presence of Educação Humanitas (Humanitas Education) in the context of the Itinerant Schools of the Landless Rural Workers' Movement (MST), analyzing how this pedagogical conception is articulated with Edgar Morin's principles of the reliance of knowledge. The research reflects on the relationship between education, emancipation, and social justice, considering the complexity of formative processes in territories marked by the struggle for rights. The central research question is: where and how are Educação Humanitas and Morin's principles of the reliance of knowledge present in the education implemented in MST’s Itinerant Schools? Accordingly, this study aims to investigate, at an academic-scientific level, the presence of Educação Humanitas as well as the principles and challenges of Morin’s reliance of knowledge – the recursive, dialogical, and hologrammatic – within the educational practices of MST’s Itinerant Schools. The research is specifically developed through a case study of the Paulo Freire Itinerant School, located in the rural area of the municipality of Paula Freitas, in the state of Paraná (PR), which is considered a milestone in the creation of Itinerant Schools in the state. The specific objectives of this study are: (a) to conceptually address Educação Humanitas, Human Rights, Itinerant Schools, and Morin’s principles of the reliance of knowledge, as well as their interrelations; (b) to explicit the historical background, theories, principles, objectives, and goals that underpin the educational model of MST’s Itinerant Schools; and (c) to present Educação Humanitas and the principles and challenges of Morin’s reliance of knowledge from the perspective of teachers at the Paulo Freire Itinerant School in Paraná. The methodology employed corresponds to a qualitative research approach, carried out through a single case study with semi-structured interviews at the Paulo Freire Itinerant School (MST–PR). The theoretical framework is based primarily on Bogdan e Biklen (1994); Caldart (2004); Camini (2022); Douzinas (2007); Freire (2019a, 2019b); Morin (2010, 2015, 2018); Morissawa (2001); Severino (2018), Stédile e Fernandes (1999); e, Yin (2014). The results demonstrate that the Paulo Freire Itinerant School (MST-PR) effectively implements Educação Humanitas alongside Morin’s principles of the reliance of knowledge, as it promotes not only educational development but also the personal and sociocultural growth of students through critical formation and commitment to social justice, with explicit alignment to Human Rights Some of the challenges identified include the need for the State of Paraná to allocate more financial resources to MST schools; improve school infrastructure; invest in adequate logistics and transportation; as well as demand greater support from governments, regardless of political issues. Additionally, community bonds, solidarity, and the critical awareness cultivated by the teaching staff set the school as a space of resistance. The articulation between MST’s educational proposal and Morin’s principles of the reliance of knowledge fosters a holistic formation that is sensitive to reality and committed to social transformation.