Dispositivos infoculturais na educação de assentados: memória e identidades na escola Zumbi dos Palmares

Abstract

This research analyzes the infocultural devices at the school Zumbi dos Palmares, considering it a space for cultural preservation and identity formation of Sem Terrinha children, linked to the Movimento dos Trabalhadores Rurais Sem Terra (MST – Landless Rural Workers' Movement). It highlights the struggle of peasant territories in Mari (Paraíba), advocating for agrarian reform and social justice throughout the 20th century and into the present day, as well as the resistance of settlers against the interests of dominant classes, which have historically influenced rural education. In this context, the study aims to analyze how the infocultural devices used at school Zumbi dos Palmares contribute to the preservation of cultural heritage and the construction of the identities of the settlement’s children. The methodology employed is qualitative, using ethnography to understand the dynamics of infocultural devices within school Zumbi dos Palmares. Ethnography allows for deep immersion in the school’s educational context, enabling a detailed study of the cultural practices, experiences, and identities of students and the school community. Thus, participant observation was used as a data collection technique, allowing for greater familiarity with the school’s daily routines to better understand the infocultural devices it adopts. The primary participants in this research are children from the settlement who attend School Zumbi dos Palmares, the school's staff, and the students' parents or guardians. The study addresses topics such as rural schools, identity, memory, and infocultural devices, drawing on concepts from anthropology and information science. Therefore, this research reaffirms the necessity of prioritizing education, not only as a means of transmitting knowledge but as a tool of resistance against the injustices of oppressors who continuously strive to maintain control over scientific, cultural, and social power. In this sense, it is crucial that public policies be designed and implemented to ensure that rural education remains an instrument of emancipation and identity strengthening, guaranteeing that future generations of Sem Terrinhas not only recognize their history but also act as protagonists in building a fairer and more egalitarian country. Finally, this study aimed to contribute to the scientific advancement of PPGCI by offering valuable reflections on the role of schools in promoting cultural identity and the struggle for social justice within MST settlements.