NARRATIVES OF SETTLED WOMEN FROM THE LANDLESS RURAL WORKERS MOVEMENT (MST): Schooling Trajectories
Collective Memory; MST; Women; Territoriality; Schooling Trajectories
This research, entitled "Narratives of Settled Women of the Landless Rural Workers' Movement (MST): Trajectories of Schooling," develops within a field generated by the relationship between research and activism. The overall objective is to investigate the factors that influenced the interruption and resumption of schooling among female students and whether their narratives connect as tools of belonging to landless territoriality. Based on a qualitative approach and an ethnographic study focused on the community and the women involved, interviews, observations, image recordings, and documentary analysis were conducted. We theorize based on "The Relationship with Knowledge" proposed by French sociologist Bernard Charlot, seeking to understand how women interact with learning and knowledge, and their relationships with places, people, desires, experiences, and objects. This research aims to investigate what motivates these women to learn, what awakens the desire to learn, and the meaning of learning, desire, and the intellectual movement that leads them to return to schooling, as well as whether there are inferences from the territory.