The Landless Workers Movement's Itinerant Schools: Occupying and Transforming Public Education in Brazil

Autor/inn/en	Mariano, Alessandro; Tarlau, Rebecca
Titel	The Landless Workers Movement's Itinerant Schools: Occupying and Transforming Public Education in Brazil
Quelle	In: British Journal of Sociology of Education, 40 (2019) 4, S.538-559 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1565989
Schlagwörter	Foreign Countries; Activism; Social Action; Agricultural Laborers; Public Education; Rural Education; Itinerant Teachers; Educational Innovation; Educational Change; Resistance to Change; Neoliberalism; Educational Practices; Student Centered Learning; Participative Decision Making; Student Evaluation; Teacher Evaluation; Land Settlement; Public Schools; Brazil + Suchen Sie Ihr Suchwort? Ausland; Aktivismus; Politischer Protest; Soziales Handeln; Agricultural labourers; Landarbeiter; Öffentliche Erziehung; Ländliche Erwachsenenbildung; Mobile Lehrerreserve; Instructional innovation; Bildungsinnovation; Bildungsreform; Neo-liberalism; Neoliberalismus; Bildungspraxis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Siedlungsraum; Public school; Öffentliche Schule; Brasilien
Abstract	This article explores how social movement co-governance of public education offers an alternative to neoliberal educational models. The Brazilian Landless Workers Movement (MST) is one of the largest social movements in Latin America. We describe one of the many schools that the MST co-governs, the Itinerant School Paths of Knowledge (Caminhos do Saber), located in an occupied encampment in the state of Paraná. We analyze three of the most unique pedagogical innovations in the school: the teacher's incorporation of 'portions of reality' into classroom teaching, the student work collectives, and the participatory student evaluation process. Although these pedagogies are seemingly mundane changes to everyday school practice, we argue that they represent a challenge to the neoliberal educational model being implemented globally. These movement pedagogies are likely to continue, despite recent conservative attacks, and they offer several concrete lessons for how to effectively contest neoliberal educational practices in other global contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01