Resumo

BORGES, Heloisa da Silva  e  SOUZA, Érica de Souza e. SOCIAL MOVEMENTS IN THE CONSTRUCTION OF EDUCATOR TRAINING POLICIES. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.61, pp.68-84.  Epub 18-Out-2021. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v30.n61.p68-84.

This work aims to reflect on the potential contributions of peasant social movements in the construction of policies for training rural educators. Based on the assumptions of historical dialectical materialism, which allowed understanding and unveiling the transformations and contradictions of concrete reality, it disseminates the results of a study that involved bibliographic research, built on a set of references that guides the discussions and conclusions in this work. We based this work on the following authors: Caldart (2009a, 2012, 2020), Molina (2003, 2012, 2015, 2020), Arroyo (2007, 2012), among others. Finally, we observed that Rural Education linked to the contributions of peasant social movements in the construction and direction of training policies for rural educators, reinforces the emancipatory struggle for public policies that guarantee to peasants the right to life and school education with dignity in their territories.

Palavras-chave : Rural education; Social Movements; Educational policies; Educators training.

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