The so-called Primitive Accumulation as a hermeneutic key for Rural Education in Brazil

Abstract

ABSTRACT. The objective of this article is to outline The so-called primitive accumulation as a theoretical-practical problem and a hermeneutic key to understanding Rural Education. Thinking about Rural Education in contemporary times requires knowledge of Brazil’s history. It is therefore necessary to understand the country's formation, from its colonization process to the legislation concerning land ownership. To this end, the methodological approach adopted is historical-dialectical materialism, which allows for a preliminary emphasis on land ownership, labor relations, and education. It is concluded that The so-called primitive accumulation, as a Marxian concept, sheds light on the environment in which Rural Education is situated. Land and labor are sources of wealth that have been exploited and expropriated by capitalism. In this sense, there is a dialectical relationship between education, land, and labor that must be considered in the context of Rural Education. Defining the context of Rural Education is essential to highlight its critical nature, its contextual relevance, and its socio-educational importance, especially regarding the need for grassroots organization in rural areas and the development of scientific educational content. Under current circumstances, all education is entangled in class struggles.