ESCOLA, MEMÓRIA E CONSTRUÇÃO IDENTITÁRIA DO “SEM-TERRA”
DOI:
https://doi.org/10.5216/ia.v32i2.3067Abstract
Com base em um estudo de caso (Assentamento 16 de Março, Pontão–RS), o trabalho procura analisar como o processo de (re)produção de uma determinada memória assume funções estratégicas de controle social. Investiga-se como o Movimento dos Trabalhadores Rurais Sem Terra (MST) constrói e veicula uma dada memória do grupo social, particularmente no espaço escolar, no sentido de edificar a identidade sociopolítica do “sem-terra”, assegurando que os agricultores assentados continuem a pertencer às fileiras da organização.Downloads
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