Escola no/do campo em Amargosa/BA: trabalho, organização do espaço agrário e desenvolvimento territorial em disputa

Abstract

ABSTRACT

This thesis seeks to understand the schools and education in the countryside in Amargosa, analyzing the historical context and the social structure of various periods. We were guided by the Marxian methodological orientation, according to which, ultimately, prevails and are imposed, as necessities, as determinations of an economic nature, or else, in our analysis, supports the capitalist, slave-owning and semi-slavery mode of production under which Amargosa’s territory and community were developed. The research goal is to understand Amargosa’s wealthy elite from the end of 18th century to the 21st and the correlation between land appropriation, mode of production and associations with rural schools. Therefore, we propose as a general goal: analyze the origin and development of the educational project of schools in the countryside of Amargosa’s community, based on historical, political, economic and social determinants, in relation to land use and the mode of production at the end of the 18th century to the 21st. We showcase, in this thesis, how the ruling class in Amargosa, throughout its history, seized the land, means of production, political power and imposed itself as the organization of rural schools, first through the crown and, subsequently, through the local bourgeoisie. These oligarchic groups have used, made precarious and compromised the teaching staff in the schooling process as well as the education workers in the purest patronage and clientelism, thus aligning schools with political and ideological interests of those who own the capital. This thesis makes it possible to state that schools in/out of Amargosa’s countryside, in a society of classes, are in permanent dispute. Schools maintenance or not in the countryside, the organization of agricultural space and territorial development can be revealed from historical determinations. That is the main contribution of the thesis: to break with idealistic, romanticized and neutral visions of rural schools and to place them at the heart of the dispute between interests of antagonistic classes – the oligarchies, landowners, landlords and the working class that defends popular agrarian reform and agroecology.