Abstract:
O presente estudo aborda a temática da educação escolar nas comunidades
tradicionais. Essa abordagem ocorre a partir do estudo de caso da Ilha da Torotama,
Rio Grande/RS. É reconhecido que as comunidades tradicionais sofrem uma intensa
transformação a partir da lógica moderna do capital, no caso do município de Rio
Grande, percebe-se o quanto os discursos em torno do Polo Naval, paralelamente
com a crise da pesca artesanal, impulsionam o êxodo das comunidades pesqueiras
que constituem a região, levando o pescador ao abandono do trabalho, bem como a
uma drástica ruptura frente as formas de vida no espaço tradicional de pesca. A
partir desse panorama cabe questionar os sentidos que a escolarização assume
nesses espaços, portanto: Quais as contradições e possibilidades da educação
escolar nas comunidades tradicionais? Além disso, é necessário questionar: É
possível (re)pensar as formas de contemplar os anseios desses povos tradicionais?
Nesse sentido, busca-se compreender e problematizar as contradições e
possibilidades em torno da escolarização em um contexto do Campo, constituído por
povos tradicionais. Para o enfrentamento da problemática, assume-se uma postura
dialética a partir de Gadotti (2012) e Severino (2001); esse embasamento
epistemológico sustenta o olhar e a escuta da pesquisadora frente aos processos
presentes no estudo. Com efeito, por meio da utilização da História Oral na
perspectiva assumida por Thompson (1992), encontra-se para maior organização do
processo de construção dos dados, a História Oral Temática (MEIHY e HOLANDA,
2010) e (MEIHY, 1996). Nesse horizonte, realizam-se entrevistas com três
educadores e quatro educandos do Projeto Educação para Pescadores, o qual
ocorre enquanto um processo de escolarização na Ilha da Torotama. O estudo
aponta para a necessidade de pensar a escola nas comunidades tradicionais a partir
do horizonte da Educação do Campo. Essa compreensão ocorre a partir dos
desafios encontrados com relação a escolarização das referidas comunidades; haja
vista que o Estado não assume de forma efetiva a educação básica nesses
contextos, tampouco aborda a possibilidade de retorno dos sujeitos que tiveram a
escolarização negligenciada. A omissão do poder público frente as demandas da
comunidade, junto as formas de incentivo e beneficiamento da pequena burguesia
industrial pesqueira, por exemplo, são indicativos de que as comunidades
tradicionais sofrem em seu contexto uma forte contradição, pois, muito embora o
Estado tenha enquanto obrigação resguardar tais povos, as demandas do mercado
prevalecem na dinâmica evidenciada. Assim, assumir as lutas lançadas pela
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perspectiva da Educação do Campo, é uma pertinente possibilidade de ruptura com
o sentido que a escola vem apresentando nesses espaços: a escola é vista como
uma forma de saída da comunidade e do trabalho da pesca. Portanto, acredita-se
que ao assumir o horizonte da Educação do Campo, o trabalho desses sujeitos
pertencentes as comunidades tradicionais possa ser problematizado, fomentando a
construção crítica frente aos desafios impostos pela lógica opressora.
This study addresses the issue of education in traditional communities. This
approach is from the case study of the Torotama, Rio Grande/RS. It is recognized
that traditional communities suffer from an intense transformation of modern logic of
capital, in the case of Rio Grande, one realizes how the discourses around the Naval
Pole in parallel with the crisis of artisanal fishing, driving the exodus fishing
communities within the region, leading to the abandonment of the fisherman work,
and a drastic rupture front life forms in the traditional fishing space. From this
background it is worth questioning the senses that schooling takes these spaces, so :
What contradictions and possibilities of schooling in traditional communities?
Moreover , it is necessary to ask: Is it possible to (re) think of ways to include the
wishes of those traditional people? In this sense, we seek to understand and discuss
the contradictions and possibilities about schooling in the context of the field,
consisting of traditional peoples. To combat the problem , we assume a dialectical
stance from Gadotti (2012) and Severino (2001); epistemological foundation that
maintains the look and listening to the researcher facing the processes present in the
study. Indeed, through the use of oral history in perspective assumed by Thompson
(1992 ), is the largest organization for data construction process, thematic oral history
(MEIHY and HOLLAND, 2010) and (MEIHY, 1996). This horizon, are held interviews
with three teachers and four students from the Education Project for Fishermen,
which occurs while a process of schooling on the island of Torotama. The study
points to the need of thinking in traditional school communities from the horizon of
Field Education . This understanding is based on the challenges encountered with
respect to schooling of those communities ; given that the state assumes effectively
basic education in these contexts, neither addresses the possibility of return of the
subjects who had neglected schooling. The omission of the power forward the
demands of the community, and ways to encourage and processing of small
industrial bourgeoisie fishing, for example, are indicative of that traditional
9
communities suffer in context a strong contradiction, since, although the State has as
obligation to safeguard such people, the demands of the market dynamics prevailing
in evidenced. So take the struggles launched by the prospect of Rural Education, is a
relevant possibility to break with the direction the school is presenting these spaces:
the school is seen as a way out of the community and the work of fishing. Therefore ,
it is believed that by taking the horizon of Field Education, the work of these subjects
from traditional communities can be questioned, fostering critical construction
meeting the challenges posed by oppressive logic.
This study addresses the issue of education in traditional communities. This
approach is from the case study of the Torotama, Rio Grande/RS. It is recognized
that traditional communities suffer from an intense transformation of modern logic of
capital, in the case of Rio Grande, one realizes how the discourses around the Naval
Pole in parallel with the crisis of artisanal fishing, driving the exodus fishing
communities within the region, leading to the abandonment of the fisherman work,
and a drastic rupture front life forms in the traditional fishing space. From this
background it is worth questioning the senses that schooling takes these spaces, so :
What contradictions and possibilities of schooling in traditional communities?
Moreover , it is necessary to ask: Is it possible to (re) think of ways to include the
wishes of those traditional people? In this sense, we seek to understand and discuss
the contradictions and possibilities about schooling in the context of the field,
consisting of traditional peoples. To combat the problem , we assume a dialectical
stance from Gadotti (2012) and Severino (2001); epistemological foundation that
maintains the look and listening to the researcher facing the processes present in the
study. Indeed, through the use of oral history in perspective assumed by Thompson
(1992 ), is the largest organization for data construction process, thematic oral history
(MEIHY and HOLLAND, 2010) and (MEIHY, 1996). This horizon, are held interviews
with three teachers and four students from the Education Project for Fishermen,
which occurs while a process of schooling on the island of Torotama. The study
points to the need of thinking in traditional school communities from the horizon of
Field Education . This understanding is based on the challenges encountered with
respect to schooling of those communities ; given that the state assumes effectively
basic education in these contexts, neither addresses the possibility of return of the
subjects who had neglected schooling. The omission of the power forward the
demands of the community, and ways to encourage and processing of small
industrial bourgeoisie fishing, for example, are indicative of that traditional
9
communities suffer in context a strong contradiction, since, although the State has as
obligation to safeguard such people, the demands of the market dynamics prevailing
in evidenced. So take the struggles launched by the prospect of Rural Education, is a
relevant possibility to break with the direction the school is presenting these spaces:
the school is seen as a way out of the community and the work of fishing. Therefore ,
it is believed that by taking the horizon of Field Education, the work of these subjects
from traditional communities can be questioned, fostering critical construction
meeting the challenges posed by oppressive logic.
