Mediações pedagógicas no território de empoderamento popular : uma experiência em processo / Caxias do Sul - RS

Abstract

This thesis is constituted as a piece of writing which is interwoven in praxis, in the act of knowing that it is established, methodologically accessing reality. It is inserted in the dialogue with the theoretical field that studies the relations between Popular Social Movements, Work and Education, considering that in the crossing towards the transformation of society, a historical procedure is implied, in which the new is engendered in the concrete, theoretical, and practical struggle, within old relationships. Action research, as a methodological option, is part of the dimension of the militant researcher's social commitment to the participating subjects, turning research, education and social action into methodological moments of a single process, with a view to social transformation. This perspective mobilizes the production of knowledge in connection with the Popular Movement, enabling the subjects involved to collectively construct strategies to face the problems and to overcome the difficulties they come across in everyday life. The objective that is consistent with the mobilizing question of the research corresponds to the analysis of the pedagogical mediation built in the meeting between militants of the Movement of Workers for Rights (MTD) and the community of the Vila Ipê allotment (which is part of the movement), located in Caxias do Sul/RS, in order to systematize the accumulated ruptures as strengths in human and social emancipation, from the peripheral territory. The depicted route corresponds to what we call "crossing the empirical field", in which we identified two methodological moments for the analysis of pedagogical mediation: the immersion of the collective in the stage we named "basic work" (2017 to 2020) and in the stage of "associated work" (2020 to 2022), and both stages intersect and interrelate. We consider the daily life of the peripheral territory, the locus of experience, popular education in its humanizing and emancipatory dimension and the category work as the foundation of the social being, in addition to Socially Necessary Work as the connection between theory and practice. In this composition we are based on the Freire's epistemological framework, also adopting dialectical Historical Materialism as a method of analysis, considering the contributions of Karl Marx, István Mészáros, Edward P. Thompson, Ricardo Antunes, and others. The notion of space, according to Milton Santos, as an accumulation of times, supports us in the analysis of historically constituted and vulnerable peripheries by the interest of capital and dialectically forging spaces of valuing and creation of new rationalities. Participation in the territory is one of the powerful instruments for the construction of Popular Power, in addition to self-organized work. The realization of the soap factory Saboaria Popular Las Margaritas by the group of women of the Movement was a qualitative leap in the organization of organic militancy in the territory, with focus in the concept of associated work, in its ontological dimension, that brings in its bulge, beyond the productive sphere (generation of work and income), a feminist praxis based on Popular Education. The dimension of resistance to oppression/exploitation is expressed in the other fronts of Saboaria: territorial, formative and political, developing in the daily lives of the subjects involved in the experience, as the stage of life and immediate place of their most urgent needs, without losing the connection with the historical totality. This path of Saboaria, which the Systematization of Experiences sought to recover and analyze, reaffirms its construction in a moment permeated by questions: the advent of the pandemic of Covid-19, in which the announcement of the harpening of different crises, among them the structural crisis of capital, mobilizes the action of political solidarity of the working class. Finally, our contribution as a conceptual synthesis, has in the "Pedagogical Flor-ação Process" (Flor-ação in Portuguese is a play on words meaning "flourishing" formed by the words "flower" and "action), its representation, considering elements of Pedagogy of the Oppressed, Socialist Pedagogy and Pedagogy of the Movement, in addition to the Popular and Solidarity Economy as a field of political action based on a society project that advances beyond capital. This process constitutes a living and radical movement, based on practical and real basis, which demands women who graduate in the movement of struggle and contradiction. In this crossing, which has the construction of class consciousness as an horizon, emancipatory potentials and indications of new sociability engendered as real possibilities flourish, and are found in an adverse conjuncture, bringing embryonic forms of Popular Power in their construction. [resumo fornecido pelo autor]