Marcas da mística nas práticas pedagógicas da educação superior

análise da Licenciatura em Educação do Campo e suas interpenetrações na Licenciatura Intercultural Indígena da UFGD

Abstract

The Mystique, which originated in a rally associated with the Agrarian Reform struggle, is a political-pedagogical practice of social movements, notably the Landless Workers' Movement (MST) and the Pastoral Land Commission (CPT). After creating the modalities of Rural Education and Indigenous School Education as a specific and differentiated undergraduate course, teaching incorporated, simultaneously imbricating a pedagogical and political activity. To guarantee permanence in education, movements, and entities formulated actions based on the right to education and respect for the identity of its subjects; these include the pedagogy of alternation and the constant practice of Mystique as a specific pedagogical instrument for this education. Consequently, it argued that Mystique, as a pedagogical and political action, configured as a teaching-specific practice to the Teaching Degree in Rural Education (LEDUC) and the Indigenous Intercultural Teaching Degree "Teko Arandu" of the Federal University of Grande Dourados (UFGD). Using a qualitative approach, this study resorts to documentary and iconographic research based on photographs and cultural artifacts analysis, to identify which practices constitute mystique in Higher Education and at what moments it materializes. The Mystique analysis indicated that subjects involved in Rural Education processes developed political, pedagogical, and artistic practices to strengthen territories, struggles, existence, and resistance at the university and in the countryside, towards a liberating epistemology with the protagonism of peasants and Indigenous people in intercultural processes.