In Occupying Schools, Occupying Land, Rebecca Tarlau looks at the Brazilian Landless Workers' Movement over the past thirty-five years to illustrate how social movements can use state services, such as schools, to support their social change goals. Through a detailed ethnographic and long-term examination of the MST's educational struggle, Tarlau shows how educational institutions can in turn help movements build capacity and social influence. This book provides an analysis of how activists convinced government officials to implement these educational practices and how these initiatives strengthened the movement.…mehr
In Occupying Schools, Occupying Land, Rebecca Tarlau looks at the Brazilian Landless Workers' Movement over the past thirty-five years to illustrate how social movements can use state services, such as schools, to support their social change goals. Through a detailed ethnographic and long-term examination of the MST's educational struggle, Tarlau shows how educational institutions can in turn help movements build capacity and social influence. This book provides an analysis of how activists convinced government officials to implement these educational practices and how these initiatives strengthened the movement.
Rebecca Tarlau is Assistant Professor of Education and Labor and Employment Relations at the Pennsylvania State University. She is affiliated with the Lifelong Learning and Adult Education Program, the Comparative and International Education program, and the Center for Global Workers' Rights.
Inhaltsangabe
* Acknowledgments * List of Acronyms * List of Illustrations * Introduction * Part One: Constructing a National Educational Program * 1. Pedagogical Experiments in the Brazilian Countryside * 2. Transforming Universities to Build a Movement: The Case of PRONERA * 3. From the Pedagogy of the MST to Educação do Campo: Expansion, Transformation, and Compromise * Part Two: Regional Cases of Contentious Co-Governance of Public Education * 4. Rio Grande do Sul: Political Regimes and Social Movement Co-Governance * 5. Pernambuco: Patronage, Leadership, and Educational Change * 6. Ceará: The Influence of National Advocacy on Regional Trajectories * Conclusion * Epilogue * Appendix A: Manifesto of Educators of Agrarian Reform, July 1997 * Appendix B: Curriculum of the University of Ijuí Pedagogy of Land Program (1998-2001) * Appendix C: Curriculum of the UNESP PRONERA Geography Program (2007-2011) * Appendix D: Fourth National Seminar on PRONERA Final Document, November 2010 * Appendix E: Manifesto of Educators of Agrarian Reform, September 2015 * Glossary of Portuguese Terms * Notes * References * Index
* Acknowledgments * List of Acronyms * List of Illustrations * Introduction * Part One: Constructing a National Educational Program * 1. Pedagogical Experiments in the Brazilian Countryside * 2. Transforming Universities to Build a Movement: The Case of PRONERA * 3. From the Pedagogy of the MST to Educação do Campo: Expansion, Transformation, and Compromise * Part Two: Regional Cases of Contentious Co-Governance of Public Education * 4. Rio Grande do Sul: Political Regimes and Social Movement Co-Governance * 5. Pernambuco: Patronage, Leadership, and Educational Change * 6. Ceará: The Influence of National Advocacy on Regional Trajectories * Conclusion * Epilogue * Appendix A: Manifesto of Educators of Agrarian Reform, July 1997 * Appendix B: Curriculum of the University of Ijuí Pedagogy of Land Program (1998-2001) * Appendix C: Curriculum of the UNESP PRONERA Geography Program (2007-2011) * Appendix D: Fourth National Seminar on PRONERA Final Document, November 2010 * Appendix E: Manifesto of Educators of Agrarian Reform, September 2015 * Glossary of Portuguese Terms * Notes * References * Index
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