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Ecofeminism and the MST's Educational Programs: a Case Study from the Brazilian State of Paraná

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Ecofeminism and the MST's Educational Programs: a Case Study from the Brazilian State of Paraná Ecofeminism and the MST’s Educational Programs: A Case Study from the Brazilian State of Paraná by Natasha Roccato Vieira Camacho B.A. (International Relations), Faculdades Integradas Rio Branco, 2012 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the School for International Studies Faculty of Arts and Social Science © Natasha Roccato Vieira Camacho 2019 SIMON FRASER UNIVERSITY Summer 2019 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Natasha Roccato Vieira Camacho Degree: Master of Arts (International Studies) Title: Ecofeminism and the MST’s Educational Programs: A Case Study from the Brazilian State of Paraná. Examining Committee: Chair: Gerardo Otero Professor Christopher Gibson Senior Supervisor Assistant Professor Leslie Armijo Supervisor Limited Term Associate Professor Kathleen Millar External Examiner Assistant Professor Sociology & Anthropology Date Defended/Approved: August 1st, 2019 ii Ethics Statement iii Abstract This thesis explores the overlapping ideological and pedagogical tenets between Ecofeminism and the MST’s (Movimento dos Trabalhadores Rurais Sem Terra / Landless Worker’s Movement) educational model. One of the tools the MST uses to advance the rights of landless workers are settlement schools, in which classes are used to construct a new epistemology. This thesis focuses on how the Colégio Estadual do Campo Contestado (CECC), a specific settlement school in the South of Brazil, tries to advance these overlapping ideological tenets – intersectional aspects of social justice, acknowledgment of the unachievable, undesirable and unsustainable aspect of the catching-up development strategy, and the need for a new epistemology on socioeconomic development – on the ground. Overall, this thesis argues that the Brazilian public education system, along with patriarchal aspects of rural dynamics; the contradictions within Contestado’s own settlement regarding organic production; and the strength of Western scientific paradigms, together limit the CECC’s practical advancement of ideological and pedagogical tenets shared by the MST and Ecofeminism. Keywords: Ecofeminism; MST; education; social justice; development; epistemology iv Resumo Esse trabalho tem como foco a convergência entre os princípios ideológicos e pedagógicos do Ecofeminismo e do modelo educacional do Movimento Sem-Terra. Educação é uma ferramenta largamente usada pelo MST na luta pela reforma agrária, na tentativa de ensinar um novo modo de pensar a população Brasileira. Por este motivo essa tese explora como o Colégio Estadual do Campo Contestado (CECC), uma escola de assentamento no interior do Sul do Brasil, tenta promover essa convergência ideológica na prática. Essa convergência é composta pelo aspecto interseccional da justiça social, o reconhecimento do caráter indesejável, inalcançável e insustentável da estratégia de desenvolvimento “catching-up”, e pela necessidade da construção de uma nova forma de pensar (epistemologia). Em suma, esse trabalho argumenta que a implementação dos princípios ideológicos e pedagógicos compartilhado pelo MST e pelo Ecofeminismo no CECC, são limitados pela natureza do sistema publico de educação do Brasil, pelo patriarcalismo da cultura camponesa, pelas contradições da produção orgânica dentro do assentamento de Contestado e pela forte influência dos paradigmas da ciência Ocidental. Palavras-chave: Ecofeminismo; MST; educação; justiça social; desenvolvimento; epistemologia v Dedication To Cionara, Tiago and Antonio, with all my love. vi Acknowledgements I would like to thank my friends and family for the support and encouragement through this entire process. To my supervisor and professors at SFU and Langara that helped me understand how to navigate the academic world, a big thank you. I would also like to thank the teachers at Colégio Estadual do Campo Contestado that received me with open arms and treated me with great respect and affection. A special thanks to three astonishing women that were fundamental to this project: Marcia Mara Ramos, Sônia Fátima Schwendler and Cindy Fagan. But especially to Lealle Ruhl, that has supported, encouraged, and inspired me through this difficult process. I want to thank you for your patience, dedication, but most of all for believing in me when even I didn´t believe in myself! Lastly, I want to thank again my mom, Cionara, for supporting me with my decision to move to Canada and starting this difficult, but exciting journey. You were and will always be my safe harbor! I hope one day I can be as strong, brave, loving, passionate and caring as you are. vii Table of Contents Approval ............................................................................................................................. ii Ethics Statement ............................................................................................................... iii Abstract ............................................................................................................................. iv Resumo ............................................................................................................................. v Dedication ......................................................................................................................... vi Acknowledgements .......................................................................................................... vii Table of Contents ............................................................................................................ viii List of Tables ..................................................................................................................... x List of Figures ................................................................................................................... xi List of Acronyms .............................................................................................................. xii Chapter 1. Context and Methods ................................................................................ 1 1.1. Introduction ............................................................................................................ 1 1.2. Background. ........................................................................................................... 2 1.3. Research Objective and Methods .......................................................................... 6 1.4. Outline .................................................................................................................... 7 Chapter 2. Congruences between Ecofeminism and the MST – Ideological and Pedagogical tenets ............................................................................................... 8 2.1. The emergence of Ecofeminism ............................................................................ 8 2.2. The emergence of the MST ................................................................................. 10 2.2.1. Land concentration in Brazil .......................................................................... 10 2.2.2. The peasant resistance ................................................................................. 12 2.2.3. The gender struggle within the MST ............................................................. 15 2.3. Overlaps: ideological and pedagogical tenets ...................................................... 20 2.3.1. Ideological tenets overlap ............................................................................. 20 2.3.2. Pedagogical tenets overlap ........................................................................... 34 Chapter 3. Case Study: Colégio Estadual do Campo Contestado ........................ 47 3.1. The MST’s shift from informal to formal education and the structure of Colégio Estadual do Campo Contestado ..................................................................................... 48 3.2. Intersectional aspect of social justice ................................................................... 54 3.2.1. Educative Periods ......................................................................................... 58 3.2.2. Study Complexes .......................................................................................... 67 3.2.3. Democratic Management: Participatory Council, Evaluations, Self-regulation 75 3.2.4. Interdisciplinary Studies ................................................................................ 81 3.3. Unachievable, undesirable and unsustainable aspect of catching-up development strategy ........................................................................................................................... 84 3.3.1. Unachievable and undesirable aspect of the catching-up development strategy 84 3.3.2. Unsustainable aspect of catching-up development strategy ......................... 88 3.3.3. Implementation of the ideals of regenerative economy ................................ 90 viii 3.4. Need for a new epistemology ............................................................................... 93 3.5. Conclusions ........................................................................................................ 101 Chapter 4. Conclusion: threats to the MST’s educational model and future scenarios. .........................................................................................................
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