Entre a pesca e a escola: a educação dos povos tradicionais a partir da comunidade pesqueira na ilha da Torotama (Rio Grande/RS)

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 8 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.