Pedagogia da Pastoral da Juventude Rural

Abstract

The present dissertation had as general objective to analyze which are the characteristic and constitutive elements of the pedagogy of the Pastoral da Juventude Rural in Brazil. Throughout the work it was possible to situate the path of the Pastoral da Juventude Rural in the historical, ecclesiastical and political context; discuss how Popular Education and Rural Education constitute the pedagogical basis of social and pastoral movements that operate in rural areas; and, finally, to present the characteristic and constitutive elements of the pedagogy that guides the educational spaces promoted by the Pastoral da Juventude Rural. The research problem arose from the conceptions of Roseli Caldart (2000) and Miguel Arroyo (2003) on the pedagogies of social movements. The research methodology is characterized by a qualitative approach, being defined as a militant research (BRINGEL and VARELLA, 2012). Five interviews were carried out with leaders of the National Coordination, a lecture was given by a national advisor of the PJR and the analysis of documents referring to the Mission, Methodology, Organization and Characteristics of the PJR's Identity. From this corpus, it was possible to conclude that the PJR has its own pedagogical practice, which brings together elements of the experiences lived by the various subjects that make up the bases of the PJR, having as basic assumptions the pedagogical and methodological practices of Popular Education, Rural Education and of Liberation Theology. In the end, convergences were identified between the identity characteristics of the PJR (described in the documents) and the speeches of the interviewed leaders, thus demonstrating that there is a pedagogy of its own, which the pastoral mobilizes in the processes of political and religious formation of its militancy.