Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.v4e7024
Tocantinópolis/Brazil
v. 4
e7024
10.20873/uft.rbec.v4e7024
2019
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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PRONERA in a paradigmatic perspective: The experience
of Youth and Adult Education in the countryside
Fabíola Andrade Pereira
1
, Severino Bezerra da Silva
2
1
Universidade Federal do Tocantins - UFT. Curso de Pedagogia. Campus Tocantinópolis. Avenida Nossa Senhora de Fátima,
1588, Centro. Tocantinópolis - TO. Brasil.
2
Universidade Federal da Paraíba - UFPB.
Author for correspondence: fabagnes@uft.edu.br
ABSTRACT. This article consists a re-reading of a study
conducted in mid-2006. The goal was to establish relationship
between advisory student and advisor professor. We conducted
our reflections on Rural Education and Youth and Adult
Education circumscribed in the PRONERA - National Program
of Education in Agrarian Reform, which for more than 20 years
has been developed in several states of Brazil. The Program is
based on the Freirean pedagogical political presuppositions and
on the accumulation of educational experiences of organized
social movements. In this sense, the approach of our research
also sought to reflect on the interface with the evaluation of a
public policy, inasmuch as it sought to verify its effectiveness as
a reference for rural education at the national level and for the
strengthening of Brazilian public education.
Keywords: Paradigm, PRONERA, Rural Education, Youth and
Adult Education.
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
e7024
10.20873/uft.rbec.v4e7024
2019
ISSN: 2525-4863
2
O PRONERA numa perspectiva paradigmática: a
experiência da Educação de Jovens e Adultos do Campo
RESUMO. O texto que ora apresentamos resulta de uma
releitura de um estudo conduzido por nós em meados de 2006,
quando numa relação entre orientanda e orientador conduzíamos
nossas reflexões acerca da Educação do Campo e da Educação
de Jovens e Adultos circunscrita no PRONERA – Programa
Nacional de Educação na Reforma Agrária, que há mais de 20
anos vem se desenvolvendo em diversos estados da federação.
O Programa está fundamentado nos pressupostos políticos
pedagógicos freirianos e no acúmulo de experiências educativas
dos movimentos sociais organizados. Nesse sentido, a
abordagem de nossa investigação buscou também refletir acerca
da interface com a avaliação de uma política pública, na medida
em que procurou verificar sua efetividade enquanto uma
referência para a educação do campo em âmbito nacional e para
o fortalecimento da educação pública brasileira.
Palavras-chave: Educação de Jovens e Adultos, Educação do
Campo, PRONERA, Paradigma.
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
e7024
10.20873/uft.rbec.v4e7024
2019
ISSN: 2525-4863
3
O PRONERA en una perspectiva paradigmática: la
experiencia de la Educación de Jóvenes y Adultos rurales
RESUMEN: El texto presentado aquí es el resultado de una
relectura de un estudio realizado por nosotros a mediados de
2006, cuando en una relación entre asesor y asesor realizamos
nuestras reflexiones sobre la educación de campo y la educación
de jóvenes y adultos circunscrita en el PRONERA - Programa
Nacional La educación en la reforma agraria, que se ha
desarrollado durante más de 20 años en varios estados de la
federación. El programa se basa en los supuestos políticos
pedagógicos de Freire y en la acumulación de experiencias
educativas de movimientos sociales organizados. En este
sentido, el enfoque de nuestra investigación también buscó
reflexionar sobre la interfaz con la evaluación de una política
pública, ya que buscaba verificar su efectividad como referencia
para la educación de campo a nivel nacional y para el
fortalecimiento de la educación pública brasileña.
Palabras clave: Educación de Jóvenes y Adultos, Educación
Rural, PRONERA, Paradigma.
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
e7024
10.20873/uft.rbec.v4e7024
2019
ISSN: 2525-4863
4
First words
The idea of sharing reflections on
Rural Education and Youth and Adult
Education demanded of us the re-reading
of some writings produced in other spaces
and times. We have been brought to
evidence part of the fruits of our
researches, conversations and dialogues
established throughout our academic
trajectory on the Youth and Adult Rural
Education, which constitutes our meeting
and departure points. The investigation
made possible our theoretical and personal
approach and many encounters and
dialogues emerged through it.
It is this dialogue that allows the re-
reading and reconstruction of this text and
it indicates to the reader new horizons of
possibilities, not only of the questions
related to the theme itself, but also to
understand that in front of the logical
process experienced, the acquired learnings
have essential importance.
We establish among us a network of
relationships and complicities. These
relationships which took place through the
Youth and Adult Rural Education have
enabled us to research a common element,
the PRONERA – National Program of
Education in Agrarian Reform. We focus
our attention on two great rich experiences.
One occurred in the state of Paraiba and
the other in the state of Tocantins,
specifically in the region known as Bico do
Papagaio.
In the attempt to understand the
complexity of a part of the history, we try
to focus our attention on what was the mid-
2006 object of our research – PRONERA,
seeking to understand it from a
paradigmatic view, since the emergence of
the said Program in the Brazilian
educational scenario in the late 1990s
brought a new look over the Youth and
Adult Education in Brazil.
Fávero (2011) states that
“PRONERA is currently one of the
broadest education programs in the
countryside”, In addition to its literacy
programs, it has also offered higher
education courses in several locations.
Based on that, we consider the program
has led to the advancement of a culture of
the right of all to quality education. This
means that the pedagogical innovations
present in this program guide a new way of
living and thinking about the educational
practices of peasants from their territory.
To think of PRONERA as a new
paradigm of the Rural Education led us to
a rapid foray into literature in order to
understand the concept of paradigm. In this
exercise, we perceive that this concept took
a popular dimension from the works of
Thomas Kuhn (1922-1996), who, through
his work The Structure of Scientific
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
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2019
ISSN: 2525-4863
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Revolutions (1962), would profoundly
change the analyses and conclusions about
the nature of science.
In this context, the notion of
paradigm proposed by the author refers to
structures and/or understandings of the
world, that is, a new way of seeing reality.
It is a relatively important concept, which
allows the understanding not only of
science, but of life in society. In this sense,
Kuhn (1990, p. 109) states that:
By learning a paradigm, the scientist
acquires theory, methods and patterns
together, usually in an inextricable
mixture (sic). Therefore, when
paradigms change, there are usually
significant shifts in the criteria that
determine the legitimacy of both the
problems and the proposed solutions.
Thus, with regard to the national
debate regarding the proposals on
countryside education in Brazil, we see the
existence of a mosaic of initiatives that end
up revealing a pedagogical territory
strongly marked by tensions. A broad
perspective of compensatory education
policies which do not question socio-
territorial inequalities coexists with
educational projects aimed to strengthen
the social movements of rural workers to
transform social relations in the
countryside and also rural/urban relations.
The existence of decontextualized
projects that tend to uproot countryside
people, opposed to projects that respect the
way of life and the culture of the
population that lives and works there, is
constantly debated. There are those who
privilege the formation of labor for the
market, in response to the needs of modern
agriculture (agribusiness), and who
proposes to train social subjects engaged in
agricultural processes that imply
confronting the model linked to
agribusiness.
To the same extent, on the one hand,
there are programs and projects with the
aim of educating with more quality within
the urban school model and, on the other,
there are programs and projects
recognizing the specificity and respect to
the diversity of the countryside. There are
also programs that think about education
for the countryside and programs that
propose to think about education with the
subjects of the countryside.
These different conceptions of/to
rural education can be related to what
Kuhn (1990) called the scientific
revolution: since it enables us to
understand the existence of divergent
conceptions of education. According to the
author referred, the decision to accept a
paradigm is always simultaneous with the
decision to accept oneself in its diversity
and fullness so that the judgment that leads
to the decision involves the comparison of
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
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2019
ISSN: 2525-4863
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both with nature and the comparison of one
paradigm with the other.
In our analyses, we have seen that
PRONERA acted in that context as an
instrument for the democratization of
knowledge in the countryside, in order to
propose and support education projects
which use methodologies that value the
dialogic relationship and the development
of agrarian reform areas, as a new
paradigm of Rural Education. This means
that their proposal sought to contemplate in
the curriculum the socio-cultural values
and traits of the various populations living
in rural settlements, whose collective
identity was built in the processes of
struggle for land and social rights. In this
direction Silva (2010, p. 181) points out
that:
... a pedagogy to meet the peoples of
the countryside, must consider the
symbolic elements of the cultures
that guide the lifestyles of these
learners and communities, especially
with regard to productive
alternatives, their practices and
rituals, their cures, festivities,
temporalities and spatialities.
Denying, camouflaging or trying to
silence such differentiations was, and
continues to be, the great
misconception, absence and failure of
the public policies directed at the
rural people, above all, when it
comes to the modality of teaching
that will assist young people and
adults.
Meanwhile, this profile is convergent
with what governs educational legislation -
the Law of National Education Guidelines
and Bases no. 9394/96 (LDBEN) and the
Operational Guidelines for Basic
Education in Rural Schools, both emanated
by the National Education Council (CNE).
These devices stimulate new forms of
democratic management and recognize the
unique identity and diversity of the
countryside, giving schools institutional
autonomy to develop flexible and
contextualized pedagogical proposals.
The Brazilian “countryside” in the
educational debate: brief considerations
Education is increasingly becoming
one of the indispensable keys to the
exercise of full citizenship in contemporary
society, in a way that is inclusive, as it is a
growth path for people of all ages:
children, adolescents, seniors. In this sense,
the recovery of the importance of
education as a formative process of the
human being has been constituted as a
movement of struggle for public education,
free of charge and of quality. In this
perspective, the Brazilian “countryside” is
a barn of traditional and innovative
educational experiences, involving non-
governmental organizations (NGOs),
public authorities, trade union leaders and
social movements, bringing important
reflections on the role of the rural school in
relation to the process of social inclusion
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
e7024
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2019
ISSN: 2525-4863
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of people and the construction of a just and
sustainable society.
The Youth and Adult Rural
Education is an essential debate nowadays.
Its comprehension and the construction of
its meaning have advanced considerably,
since, in the current days, it has been
gaining more and more representative
space in the local, regional and national
agendas, evidencing its relevance in the
political sphere due to the strong
performance of the Landless Rural
Worker’s Movement (MST). This, in turn,
has articulated to other instances of social
movements and peasants, in the
construction of partnerships, joint agendas
and strategies of resistances and struggles,
such as: meetings, public actions that seek
to reflect, among other things, on the
situation of the rural schools and the
educational proposals aimed at them.
The 1st National Conference for a
Basic Rural Education, held in Luziânia,
Goiás State, from June 27 to 30, 1998,
brought together entities such as the
National Conference of Bishops of Brazil -
CNBB, the Landless Rural Workers
Movement - MST, the United Nations
Children’s Fund - UNICEF, the University
of Brasilia - UnB and the United Nations
Educational, Scientific and Cultural
Organization - UNESCO. Together, these
organizations committed themselves to
sensitize and mobilize society and
government bodies in the formulation of
public policies that guarantee the right to
education for the rural population,
committing themselves to the registration,
in five books, of all the discussions,
research and experiences from the debates.
In this event, researchers such as
Arroyo and Fernandes (1999), Benjamin
and Caldart (2002; 2004), Calazans (1993),
Molina (1999), Oliveira (2004), Souza,
Kolling (2002), Cerioli (2002), which have
become references in the discussion and
practical actions, mark a movement that
materializes in a continuous struggle for
the concretization and valorization of the
education of the countryside as a new
policy that aims at the development of a
national popular project that respects the
social subjects living in and of the
countryside.
The discussions, reflections and
ideas generated in the many meetings and
seminars were carefully condensed,
constituting the true flags of struggle of
organized social movements, which
reaffirm the importance of consolidating a
quality education, adequate to the way of
living, thinking and producing of the
populations identified with the countryside,
that is, farmers, extractivists, breeders,
riparians, fishermen, caiçaras, quilombolas,
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
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rubber tappers, among other subjects of
this new paradigm of rural education.
To better understand this premise, it
is important to clarify some aspects that
were fundamental to the understanding of
the question on which we propose to
reflect. We will prioritize two of these
issues in this dialogue. The first one refers
to the distinction between Rural Education
and Countryside Education, and the second
brings our reflections on some assumptions
used in the construction of a national
education policy in the countryside.
Changing the concept of rural education
and (re) valuing education in the
Brazilian countryside as a tool for
reflection
In the history of Brazilian education,
the first initiatives of rural education
emerged in the late 1910s, when advocates
of social order, together with the rural and
industrial oligarchies of that time, began to
show interest in educational problems.
In the 1920s, there was great
swelling in cities, with rural-urban
migration becoming a constant threat to the
social issue by mobilizing politicians and
educators for a single cause. According to
Paiva (2006, p. 137),
... it was necessary to contain the
migration and one of the instruments
to fix the country man was education.
Not any education, but an education
not only “regionalized” in
accordance with the precepts of the
New School, ensuring its efficiency
and penetration, as an education
specifically geared to the rural milieu
and its values.
The establishment of man on the land
was the objective of scarce educational
policies, guided by theoretical conceptions
called “pedagogical ruralism”, which, at
that moment, showed the need to build a
rural school focused on the interests of the
region. Thus, “an attempt was made to
make the rural man understand the rural
sense of Brazilian civilization and to
reinforce its values in order to establish
him on the land”. (Paiva, 2006, p. 137).
In the following decades, some
movements arising from the so-called
“enthusiasm for education” began to
emerge. These movements, in turn, will be
reflected in government actions and public
policies, since their direction is shared by
government and educators, among them
Lourenço Filho and Fernando de Azevedo,
pioneers in proposing the creation of an
educational system in the countryside.
The launching of campaigns aimed at
youth and adult literacy, as well as the
Popular Education Programs (1945 and
1960), the majority of which had
characteristics of assistance (Rural Village
Project/1945 and Rural Service/1955)
proved to be too prejudiced, labeling the
illiterate adult as an unadjusted,
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
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uneducated, backward element, that is,
“illiteracy was seen as a cause and not as a
fact of scarce Brazilian development”.
(Cunha, 1999, p. 12).
On the other hand, other movements,
in turn, presented initiatives
specifically aimed at the rural
population, such as the radio schools
organized by the Basic Education
Movement (MEB), which, through a
strong influence from Paulo Freire’s
pedagogy, advocated a conception of
education aimed at liberation. Freire
sought, through his pedagogy, a new
understanding about the relationship
between educational problems and
the social problems of the time. Thus,
he affirmed that it was necessary that
the educational process interfered in
the social structure that produces
illiteracy. Previously mentioned as a
cause of poverty and marginalization,
illiteracy has come to be interpreted
as an effect of the poverty situation
generated by the structure, so that
adult literacy and basic education
should always be based on a critical
examination of reality. In this way,
Paulo Freire recognizes in the
process of literacy the possibility of
the passage from naive to critical
consciousness. In this sense, its
pedagogy presents itself as a former
and as an impediment to the
massification of individuals, leading
to freedom through dialogue.
Therefore, Freire conceived the
learner as subject of his learning,
proposing an educational action that did
not deny his culture, but that was
transforming it through dialogue.
After the 1964 coup, popular groups
working on adult literacy in the city and in
the countryside were repressed, like the
Movimento de Educação de Base - MEB,
by aligning themselves with the guidelines
of a Freirian popular education. The
government began to control the
initiatives, replacing them with the ABC
Crusade (Educational campaign for youth
and adult literacy, held from 1966 to 1970,
under the military regime) and then the
Brazilian Literacy Movement – former
MOBRAL, which discredited in the
political and educational circles,
extinguished in 1985, with the process of
redemocratization of the country.
At the end of the 1970s, the
discussion about rural education came back
to the scene when, according to Di Pierro
and Andrade (2005, p. 6),
the Brazilian Federal Government’s
Sectorial Plan for Education and
Culture sets out to give priority to
those in need in rural areas and rural
urban peripheries, in order to correct,
through government induction, the
social problems generated by
economic development.
In this period, experiences such as
the National Program of Socio-educational
and Cultural Actions for the Rural
Environment (PRONASEC) and the
Program for Extension and Improvement
for the Rural Environment (EDURURAL),
which according to Palmeira (1990 apud
Di Pierro; Andrade , 2005, p. 6) “failed due
to the lack of commitment to the extension
to rural areas of full primary education”.
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
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2019
ISSN: 2525-4863
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On the other hand, some groups oriented
by popular education continued to carry
out small and isolated experiences of adult
literacy giving continuity to those
proposals interrupted with the military civil
coup of 1964.
As a second policy line, these
programs affirmed support for local
experiences that could be framed as
educational actions of unofficial content.
The PRONASEC special programs and the
National Program of Socio-educational and
Cultural Actions for the urban and rural
poor (PRODASEC), financed by the
Ministry of Education in the early 1980s,
were designed to serve the needy
populations of rural areas and urban
peripheries, in the education-production
line.
It can be affirmed that the place of
rural education in the process of Brazilian
social formation was articulated to a
project of conservative modernization,
which aimed to subordinate the rural man
to the model of urbanization-
industrialization implemented in the
country. Social relations of production in
the countryside turned to the molds of
capitalism, that is, it started an adaption of
the rural population to the precepts of the
dominant culture.
The historical course of education in
the middle of 1990 evidences that the
educational project envisions a conception
of rural education that proposes to
constitute a “new country man” according
to new precepts, so that its culture, its
organizational forms and its social
representations are considered and
respected.
Thus, thinking about education
linked to culture means building a vision of
local education in a long-term perspective,
that is, thinking in terms of the formation
of the generations, which is directly related
to education of values. In addition to being
concerned with the cultivation of peasant
cultural identity, Rural Education must
recover the means of educating human and
social values: emancipation, justice,
equality, freedom, respect for diversity,
and rebuilding, in the new generations, the
value of utopia and personal commitment
to collective, human causes. In this sense,
this conception of education helps to
conform a new way of being human, a new
way of life in the countryside, a new
understanding of history. Rural education
must be the expression and movement of
the peasant culture transformed by the
social struggles of our time.
The Rural Education returns to the
agenda of the pedagogical political
debate
In the last decades, the reflections
that take place around the educational
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
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transformations reinforce the importance
of giving more visibility to education for
the rural population, now known in Brazil
under the denomination of Rural
Education, whose conception incorporates
a varied historical reality, encompassing
the most diverse practices of country life.
This educational modality expresses the
struggle of the rural people for public
policies that guarantee the right to
education, to an education that is in the
countryside and of the countryside, as
Caldart (2002, p. 26) specifies: “... In:
people have the right to be educated in the
place where they live; Of: the people have
the right to an education thought from the
place and with their participation, linked to
their culture and their human and social
needs”.
The education of and in the
countryside arises from the strong presence
of the social movements in the struggles
for the guarantee of the right to education,
constituting, therefore, a concept that must
be thought from the action of these
movements. Thus, the countryside concept
we highlight is aimed at valuing rural
workers, respect for the ties and cultural
values related to life on and off the land.
Thus, concepts related to
sustainability and diversity complement
countryside education in order to promote
new relationships between people and each
other and with people and nature and all
beings of different ecosystems. In addition,
it aims to take into account agricultural,
agrarian, environmental, economic, social,
political and cultural sustainability.
The history of Rural Education is
made up of varied and significant
educational experiences, which, for the
most part, have been implemented outside
the governmental sphere. These
pedagogical practices, in turn, count on the
support of several organizations,
movements, political parties, and other
entities that have contributed to the
construction of a new school in the
countryside, a space where the
development project for the it presents new
resignifications and their historical
itinerary.
On the other hand, it is known that
the recognition that the people living in the
countryside are entitled to an education
different from that offered to those living
in the cities is recent, innovative and
gained strength from the institution, by the
National Council of Education, of the
Operational Guidelines for Basic
Education in countryside schools
i
. This
recognition goes beyond the notion of
geographical space and comprehends
cultural needs, social rights and the integral
formation of these individuals.
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
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These initiatives reflect a new look at
the possibilities that rural space presents,
breaking with the preconceived conception
that devalues the work and the culture of
the countryside, the model of market
agriculture and rural success. Thus, the still
predominant conception that the
countryside is still a prosaic place of
backwardness, where the “jecas-tatu” live,
reduces the countryside to an inert, inferior
place with no future. This stereotype
reproduces a disparaging image that
corresponds to an offer of compensatory
education and of low quality.
Obviously, this practice served to
conceal the right to a contextualized
education, promoting access to citizenship
and economic and social assets that
respected the ways of living, thinking and
producing of the different peoples of the
countryside. Rather, what has historically
been offered is an instrumental education,
reduced to meeting elementary educational
needs and labor training, to meet the
demands of a given market sector.
Thus, in order to rebuild a new
vision, it is necessary to understand the
countryside as a social, cultural, dynamic
territory as a place of production of life,
work, culture, knowledge and values, the
production of solidarity, cultural identities,
the formation of human subjects. The
countryside as a pedagogical space
(Arroyo quoted by Sousa, 2006, p. 10).
It is necessary, above all else, to
discuss and discuss the “...countryside as a
space of life and resistance that
contemplates the modus vivendi of the
rural man, an ‘ethos’”. (Di Pierro &
Andrade, 2005, p. 14). In this sense,
Fernandes (2002, p. 97) states that:
The rural education is a concept
coined with the concern of delimiting
a theoretical territory. Our thinking is
to defend the right that a population
has to think the world from the place
where it lives, that is, from the land
where it treads better still from its
reality.
This conception advocates a new
way of constructing an education project,
since the education of the countryside is
greater than the school, it is present in the
movement and organization of the people.
So, in this new paradigm of Rural
Education, it is recommended to overcome
the antagonism between the city, the
school and the local culture that come to be
seen as complementary and of equal value.
At the same time, it is considered and
respected the existence of different times
and ways of being, living and producing,
opposing the pretended superiority of the
urban over the rural and admitting various
models of organization of education and
school.
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
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2019
ISSN: 2525-4863
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In this new perspective, it is urgent to
fight for an education of the rural areas
whose main role is to build a project
developed from the peasants, done with
their participation and not for them. This
means thinking about an education that
recovers the social, political and cultural
interests of the peasants in function of their
reality.
Countryside education that is
essentially dialogical, emerges as a new
element, thus evidencing a new conception
of education which “... legitimizes in its
existence the pedagogy of those who are
oppressed, as it affirms the rural poor ones
as legitimate subjects of an emancipatory
and therefore educational project”.
(Caldart, 2004, p. 21). The theory of
dialogic action is based on collaboration,
organization and cultural synthesis, which
means combating manipulation through
revolutionary leadership, having a
commitment in the liberation of the
oppressed masses.
Under this light, it is necessary to
unite to liberate, making people aware of
oppressive practices and ideologies,
motivating them to transform realities from
union and organization, establishing the
learning of the pronunciation of the world,
where the people say their word. In this
theory, the organization cannot be
authoritarian, it must be learned, because it
is a pedagogical moment in which the
leadership and the people make the
learning together, seeking, therefore, to
instate the transformation of the reality that
mediates them. In this respect, Freire
(1987, p. 69) states: “No one educates
anyone, no one educates himself, men
educate one another, mediated by the
world”.
Therefore, this vision of rural life can
be constructed from the struggle for the
land carried out by the landless, peasants,
quilombolas, and indigenous peoples.
They, with their forms of struggle and
resistance, conquered hope, built this
reality (Fernandes, 2002).
Brief considerations
Throughout this work, we sought not
only to configure the ideas that motivated
our research, but above all to show that
concrete experiences in the field of
education include several actions that
involve the most varied social subjects and
are therefore the result of a dialogue
between the acquired learning in the
different experiences, the popular
knowledge and systematized knowledge
that have been built socially and
cooperatively.
The experience lived through this
research showed that in the second half of
the 90's, there are a number of actions that
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
e7024
10.20873/uft.rbec.v4e7024
2019
ISSN: 2525-4863
14
are concerned with the high rates of
illiteracy among young people and adults
throughout the country and are developed
in partnership with different actors and
diverse social groups. For example, those
of the PRONERA, that involves actions of
literacy with settled young people and
adults; raising of education and the
continuing education of educators who
work in the primary grades for children,
youngsters and adults, and technical and
professional training appropriate to the
socio-cultural context of the countryside.
Based on our observations, we have
noticed that the social movements of the
countryside have encouraged the Youth
and Adult Education (YAE), as a social
demand, to build a new literacy practice. It
is a literacy now linked to the needs and
challenges of the struggle for agrarian
reform, as well as for broader social
transformations in our country.
Therefore, this new teaching-learning
paradigm has sought, above all, to value
the rural culture and daily life of children,
young people and adults, in attempt to help
them (re) build their identities, establish
roots and recognize the countryside as their
place of life and work. Thus, the
contemporary policies for YAE have been
woven through educational practices that
over time have been reinvented and
consolidated of the most dynamic ways.
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1. This text represents a re-encounter with text
entitled A Concretização e Valorização da
Educação de Pessoas Jovens e Adultas do campo
como uma nova política: refletindo o PRONERA
numa perspectiva paradigmática, published in the
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Article Information
Received on June 12th, 2019
Accepted on August 20th, 2019
Published on December, 11th, 2019
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Orcid
Fabíola Andrade Pereira
http://orcid.org/0000-0001-5107-9079
Severino Bezerra da Silva
http://orcid.org/0000-0002-3062-6640
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a paradigmatic perspective: The experience of Youth and Adult Education in
the countryside…
Tocantinópolis/Brazil
v. 4
e7024
10.20873/uft.rbec.v4e7024
2019
ISSN: 2525-4863
16
How to cite this article
APA
Pereira, F. A., & Silva, S. B. (2019). PRONERA in a
paradigmatic perspective: The experience of Youth and
Adult Education in the countryside. Rev. Bras. Educ.
Camp., 4, e7024. DOI:
http://dx.doi.org/10.20873/uft.rbec.e7024
ABNT
PEREIRA, F. A.; SILVA, S. B. PRONERA in a
paradigmatic perspective: The experience of Youth and
Adult Education in the countryside. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 4, e7024, 2019. DOI:
http://dx.doi.org/10.20873/uft.rbec.e7024