The DOI matches its Crossref record; 34 of the 42 references it cites were found in a registry or an index; none of the 18 sources its claims cite is checked for support yet.
The Social(ist) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside
Open accessAbstract
This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities’ survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists—Paul Willis, Paulo Freire, and Antonio Gramsci—are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST’s social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST’s educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.
Overview
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Written from the paper’s full text.
TL;DR
This article analyzes the Brazilian Landless Workers Movement’s (MST) educational proposal as a “social(ist) pedagogy” aimed at interrupting capitalist social relations in the countryside. Drawing on Willis, Freire, and Gramsci, it argues the MST’s schools represent a limited but real attempt to link rural schooling to socialist relations of production.
Key findings
- The MST’s educational proposal has four central components: incorporating manual labor into public schools, promoting collective learning, producing counter-culture, and linking schools to concrete political struggles.
- The movement’s pedagogy rejects the separation between intellectual and manual labor, organizes students into collective “base nucleuses” (núcleos de base), uses mística as counter-cultural production, and frames schools as part of a Gramscian/Freirean political strategy.
- The article argues that schools have only limited potential to disrupt social reproduction, but the MST’s proposal “pushes the limits of this limited potential” and is a “limited but real attempt” to interrupt dominant social relations of production.
- The MST is described as a national movement of over one million women, men, and children, and as having forced government redistribution of land to over 350,000 families across Brazil (Wright & Wolford 2003). The 1997 National Encounter of Educators for Agrarian Reform had 700 participants and delegations from 19 states.
Methods
- Theoretical analysis of education’s role in reproduction, cultural production, and resistance, focusing on Paul Willis, Paulo Freire, and Antonio Gramsci.
- Draws on secondary sources, primary literature produced by the MST, and the author’s nine weeks of field work in the summer of 2009.
- Includes participant observation in MST settlement schools, including the Educar Institute and a university-level geography course organized through PRONERA in partnership with UNESP.
Limitations
- The paper states that it only draws from data collected in summer 2009, despite the author later spending 17 additional months in Brazil during 2010 and 2011.
- The paper states that the MST’s educational proposal is “only ever partially implemented in practice,” is incomplete, and its concrete effects are “still unknown.”
- The text makes evident that the analysis is qualitative and focused on selected schools and documents, including an “ideal” MST school where students still drop out; it does not provide systematic outcome measures across MST schools.
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Claims the paper makes
29 Own interpretation · 18 Sources not found · 18 No basis given · 11 Own result · 6 Not checked yet
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Mística not only occurs in schools but at all MST events and meetings.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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None of the sources cited for this claim have been checked yet.
In the paper
“Another important component of the MST's educational philosophy, which also contributes to the development of new social(ist) relations of production in rural areas, is the vision of education as the learning grounds for cooperation.”
§ education policy analysis archives A peer-reviewed, independent > Education for Cooperation
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In the paper
“In schools on MST settlements, students are in charge of presenting mística performances from a very young age.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, MST activists are not satisfied with isolated moments of counter-cultural production.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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In the paper
“In schools located on MST settlements and camps, mística has become a daily practice, a normalized way to start and end every school day.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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In the paper
“The MST is consciously engaged in this latter process.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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In the paper
“The teachers-dedicated MST activists-were concerned that the students did not want to have traditional music, which celebrated their peasant origins.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
plainSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“One of the basic components of the MST's educational project is the rejection of this separation between intellectual and manual labor, an idea partially taken from the Soviet educator Moisey Pistrak (Pistrak, 2000).”
§ education policy analysis archives A peer-reviewed, independent > Aspects of the MST's Educational Proposal
What the sources say
- Not matchedcites Pistrak, 2000
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of course, the MST's intentionality in producing counter-cultures is only one of many forms of cultural production in MST schools.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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In the paper
“This drastic separation between intellectual and manual labor is one of the defining characteristics of capitalist development in the 20 th century.”
§ education policy analysis archives A peer-reviewed, independent > Aspects of the MST's Educational Proposal
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The school principal, also an MST activist, explained that schools play a critical role in creating militantes (activists) for the movement, and therefore, remembering this history and MST political strategy is important.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“Currently, there are MST activists across the country specializing in law, medicine, history, geography, pedagogy, literature, communication, and social welfare.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It has become a national MST pedagogy to use mística as a creative way to build community, reflect on popular culture, and maintain optimism about the possibility for social change.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
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In the paper
“These performances are never repeated; they are produced and re-created daily through a collective process of reflection”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
plain- Asserted: passes — The authors put it forward as true.
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In the paper
“students must incorporate aspects of their local rural culture into an artisitic performance that links this culture to a larger political project.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
plaincorrelational- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The students, despite their political formation and the emphasis in the school on rural culture, wanted to play hip-hop music at the party.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
plainSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“The word mística refers to the musical and theatrical performances that are performed at the start and end of every school day, before MST meetings, during evening social events, and at other times throughout the school year.”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
plain- Asserted: passes — The authors put it forward as true.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Due to this regiment, every session several students drop out of the school and go back to their settlements and camps to attend regular high schools where the MST is not an active presence”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
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In the paper
“This includes cleaning bathrooms, cooking, organizing social activities, overseeing disciplinary issues, recording everything that happens in the school every day (including my visit), and helping with the internal organization of the classroom”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
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In the paper
“The Educar Institute is organized in small base nucleuses that are in charge of the internal organization and functioning of the school.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
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In the paper
“it is often a shock for a lot of the students who come to the school at the age of 14 or 15, and find themselves with the responsibility of not only attending school but also making sure the school itself functions.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
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In the paper
“However, even in this”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plainSingle case- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Unlike the constant battle MST activists usually have with state and municipal governments over the control of public schools located on settlements and camps, in the Educar Institute the movement has almost complete autonomy.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plainSingle case- Asserted: passes — The authors put it forward as true.
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In the paper
“They are in class everyday from 7:30 AM to 6:30 PM, in addition to the normal study time a high school requires, as well as all of these additional tasks.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
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In the paper
“Funded through PRONERA, the Educar Institute functions as a boarding school in which students come for three-month study periods twice a year over four years to earn their high school degree.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
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In the paper
“The MST's educational proposal is undoubtedly a social(ist) pedagogy, connected to a history of popular education, while also linked to an alternative vision of social(ist) relations of production.”
§ education policy analysis archives A peer-reviewed, independent > Social Pedagogy, Popular Education and Social Movements
boostedcorrelational- Asserted: passes — The authors put it forward as true.
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- Rests on an assumption: The MST's vision of socialism in the countryside is that workers own their own means of production and are able to collectively produce the food and other products necessary for their communities' survival.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Theories of reproduction in education contest this paradigm and analyze how schools function in the interest of the dominant class.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
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In the paper
“Unless, of course, you have a large social movement with enough political power and autonomy in relationship to the state where it can begin to take over public schools and implement a Freirean/Gramscian political strategy in the formal school system.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
plainconditional- Asserted: passes — The authors put it forward as true.
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In the paper
“Social agents are not passive bearers of ideology, but active appropriators who reproduce existing structures only through struggle, contestation and a partial penetration of those structures”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
What the sources say
- Not matchedcites Willis (1977)
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plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In this article, I analyze the MST's educational proposal as a particular type of social pedagogy that has developed-from within a social movement and not within a state institutionover the past three decades.”
§ education policy analysis archives A peer-reviewed, independent > Social Pedagogy, Popular Education and Social Movements
plaincorrelational- Asserted: passes — The authors put it forward as true.
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In the paper
“Another important contribution was Schooling in Capitalist America by Samuel Bowles and Herbert Gintis (1976), which empirically ilustrates how the values, norms and skills taught in schools corresponded to those existing in the capitalist workforce.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
What the sources say
- Not matchedcites Bowles & Gintis, 1976
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In the paper
“Paul Willis offers a theory of resistance that takes seriously the cultural production of the oppressed classes.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
What the sources say
- Not matchedcites Willis, 1981
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plain- Asserted: passes — The authors put it forward as true.
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In the paper
“This history includes a description of the land occupation that occurred in 1994, in which landless workers decided to occupy property owned by the Brazilian airline, VARIG.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
plainSingle case- Asserted: passes — The authors put it forward as true.
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The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“the importance, on the one hand, that MST activists place on their radical educational project and its potential to disrupt capitalist relations of production in rural areas of Brazil”
§ education policy analysis archives A peer-reviewed, independent > Introduction
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In the paper
“The MST is famous around the world for its success forcing the government to redistribute land to over 350,000 families across Brazil (Wright & Wolford 2003).”
§ education policy analysis archives A peer-reviewed, independent > Introduction
What the sources say
- Not matchedcites Wright & Wolford 2003
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boosteddirectn = 350,000- Asserted: passes — The authors put it forward as true.
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In the paper
“If we do not succeed in involving the school in this movement to transform the countryside then it will certainly be incomplete.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
What the sources say
- Not matchedcites Caldart, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As I outlined in the previous section, schools as institutions of cultural production hold a real yet limited potential for challenging the dominant relations of production.”
§ education policy analysis archives A peer-reviewed, independent > Aspects of the MST's Educational Proposal
plainconditional- Asserted: passes — The authors put it forward as true.
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In the paper
“In this same essay, Althusser argues that in mature capitalist societies it is the educational ideological apparatus (replacing the church) that has become the most important apparatus of the state for reproducing capitalist relations of production.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
What the sources say
- Not matchedcites Althusser, 1971
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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In the paper
“If our aim is to produce a new stratum of intellectuals, including those capable of the highest degree of specialization, from a social group which has not traditionally developed the appropriate attitudes, then we have unprecedented difficulties to overcome”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
What the sources say
- Not matchedcites Gramsci, 1971
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
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A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, schools remain important institutions of social reproduction, while the struggle to break those exploitative relations of production remain outside the public school walls.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“the reality, on the other hand, that schools are only one of the many sites that mediate the diverse forms of cultural production that produce the capitalist social relations of production the movement wants to disrupt.”
§ education policy analysis archives A peer-reviewed, independent > Introduction
What the sources say
- Not matchedcites Willis, P. (1977)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Rather than any form of social pedagogy, the MST's educational proposal is specifically a social(ist) pedagogical proposal.”
§ education policy analysis archives A peer-reviewed, independent > Social Pedagogy, Popular Education and Social Movements
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The MST's vision of socialism in the countryside is that workers own their own means of production and are able to collectively produce the food and other products necessary for their communities' survival.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists-Paul Willis, Paulo Freire, and Antonio Gramsci-are critical in assessing the role of schools in processes of social reproduction.”
§ education policy analysis archives A peer-reviewed, independent > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“a Gramsci/Freirean struggle means linking this educational process to a”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“as the document goes on to argue, this separation between educational and political processes is actually alienating to youth because it teaches them that nothing can change.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
What the sources say
- Not matchedcites MST, 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“According to the official story MST activists tell, the first MST schools came about not because of a coherent educational proposal, but due to the parents' preoccupation about the number of children running around the landed encampments during the late 1970s and early 1980s.”
§ education policy analysis archives A peer-reviewed, independent > Unintentional Beginnings: What do we do with all of the children?
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The school does not transform reality, but it can help in forming the subjects that are capable of transforming society, the world, themselves.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
What the sources say
- Not matchedcites Caldart, 2004
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“As Freire reminds us, implementing a liberatory educational project requires political power and therefore carrying out this form of education in schools prior to revolution is difficult (Freire, 2000, p. 54).”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
What the sources say
- Not matchedcites Freire, 2000, p. 54
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This explicit focus on social justice and political struggle within the public school system corresponds to the Gramsci/Freirean framework that I outlined in the first part of the article.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
plaincorrelationalSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“I argue that rather than positing Freirean theory as a disconnected pedagogical intervention in schools that can magically contest the dominant ideology and create revolution, Freirean theories are better understood as part of a political strategy that must be connected to a political movement.”
§ education policy analysis archives A peer-reviewed, independent > Theories of Reproduction, Resistance and Accommodation in Education
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“The MST's incorporation of mística in schools is an attempt to help students creatively use local discourses, practices and symbols to”
§ education policy analysis archives A peer-reviewed, independent > Counter-Cultural Production in Schools
What the sources say
- Not matchedcites Willis, 1981
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The MST families eventually won the rights to this land, which (as the mission statement outlines) then initiated a fight for access to water, a school, roads and other public services.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
plaindirectSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If politics and education were de-linked on MST settlements and camps, this would result in a separation between the movement and the schools.”
§ education policy analysis archives A peer-reviewed, independent > Schools as a Gramscian/Freirean political project
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, it is the dynamism and uncertainty of this process that also represents its potential.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
In the paper
“students are never”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
What the sources say
- Not matchedcites Willis
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“there is a fine line between acknowledging the potential schools have to contest oppressive social relations, while also recognizing that schools are only one of many sites that mediate diverse forms of cultural production that contribute to social reproduction.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
What the sources say
- Not matchedcites Willis (1977)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At a concrete level, however, the effects of the MST's educational reforms and the social(ist) pedagogies they are implementing in public schools are still unknown.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The school I refer to in these field notes is in many ways the”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
hedgedSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The MST's educational proposal, however, is only ever partially implemented in practice, and is thus incomplete and filled with uncertainties.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This also means that the students are extremely busy.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, any educational intervention that MST activists or other progressive educators promote will be taken up, interpreted, and reconfigured in unforeseen ways.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the MST's educational project, in conjunction with the movement itself, has real potential for disrupting the reproduction of exploitative relations of production in rural areas of Brazil, this is by no means a simple, predetermined, fully or even partially successful process.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At a theoretical and abstract level, I have argued that the MST's educational proposal illustrates how innovative social pedagogies in the 21 st century might contribute to concrete political and economic transformation.”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the case of the MST, this disruption means uniting the historical separation between”
§ education policy analysis archives A peer-reviewed, independent > Conclusions: Treading the Line between Optimism and Pessimism
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
Brazil is characterized by historical inequalities in land ownership, wherein a small elite owns the majority of land and millions of poor rural workers are landless.
“Brazil is a country characterized by historical inequalities in land ownership, wherein a small elite owns the majority of land and millions of poor rural workers are landless.”
The paper relies on this without support.
Since the early 1980s the MST has contested these inequities in land ownership through occupations of large unproductive land estates, in which hundreds of landless families enter privately owned lands, set up makeshift camps, and refuse to leave, seeking from the government legal rights to live on the land.
“Since the early 1980s the MST has contested these inequities in land ownership through occupations of large unproductive land estates, in which hundreds of landless families enter privately owned lands, set up makeshift camps, and refuse to leave, seeking from the government legal rights to live on the land.”
The paper relies on this without support.
Less well known is the movement's simultaneous struggle for the right to free primary, secondary and tertiary education for all children, youth and adults living on MST settlements and camps.
“Less well known, however, is the movement's simultaneous struggle for the right to free primary, secondary and tertiary education for all children, youth and adults living on MST settlements and camps.”
The paper relies on this without support.
The MST's educational practices are diverse and locally situated in distinct regions of the country, with particular agrarian histories.
“These educational practices are diverse and locally situated in distinct regions of the country, with particular agrarian histories.”
The paper relies on this without support.
The MST's educational practices are interconnected and reflect three decades of national, regional and local collaborations between self-declared militantes da educação do MST (MST educational activists), who have created a set of philosophical and pedagogical principles for rural schools in their communities.
“These educational practices are also interconnected and reflect three decades of national, regional and local collaborations between self-declared militantes da educação do MST (MST educational activists), who have created a set of philosophical and pedagogical principles for rural schools in their communities.”
The paper relies on this without support.
The MST's educational proposal has been developed by collectives of MST activists throughout Brazil over the past thirty years.
“In this article I outline the MST's educational proposal, which has been developed by collectives of MST activists throughout Brazil over the past thirty years.”
The paper relies on this without support.
The MST's educational principles are contested, negotiated and only ever partially implemented in any school.
“I argue that these educational principles-while at their best contested, negotiated and only ever partially implemented in any school-represent a concrete attempt to interrupt social reproduction.”
The paper relies on this without support.
The MST's vision of socialism in the countryside is that workers own their own means of production and are able to collectively produce the food and other products necessary for their communities' survival.
“In other words, the MST's educational proposal is linked to a vision of socialism in the countryside in which workers own their own means of production and are able to collectively produce the food and other products necessary for their communities' survival.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ education policy analysis archives A peer-reviewed, independent > Education for Cooperation
“(Bowen, 1963;Makarenko, 2001;Makarenko, 2004)”
§ education policy analysis archives A peer-reviewed, independent > References
“Bowen, J. (1962). Soviet Education: Anton Makarenko and the Years of Experiment.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ education policy analysis archives A peer-reviewed, independent > Unintentional Beginnings: What do we do with all of the children?
“(Bradford & Rocha, 2002, p.114)”
§ education policy analysis archives A peer-reviewed, independent > References
“Branford, S., & Rocha, J. (2002). Cutting the Wire: The Story of the Landless Movement in Brazil.”
Citations
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Reproduction in Education, Society and Culture
Erben, M., Bourdieu, P., & Passeron, J.-C. (1979) · British Journal of Sociology · doi:10.2307/589547 · Cited by 8,141
Katuna, A., Dewey, J., Schneider, F., Dickerman, W., Stephan, A. S., Sorenson, H., & Hart, J. K. (1938) · American Sociological Review · doi:10.2307/2084758 · Cited by 6,920
Selections from the Prison Notebooks
Gramsci, A. (2007) · Duke University Press eBooks · doi:10.2307/j.ctv120qr2d.14 · Cited by 6,401
Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century.
Tomich, D., & Braverman, H. (1976) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2063071 · Cited by 2,999
Schooling in Capitalist America
Cosin, B. R., Bowles, S., & Gintis, H. M. (1979) · British Journal of Sociology · doi:10.2307/589546 · Cited by 2,389
Schooling in Capitalist America.
Cohen, D. K. (1977) · History of Education Quarterly · Cited by 2,357
Reproduction in education, society and culture
Bourdieu, P. 1.-2., & Passeron, J.-C. 1. (2000) · Cited by 2,028
Selections from the Prison Notebooks
Gramsci, A. (2020) · Duke University Press eBooks · doi:10.1515/9780822390169-020 · Cited by 1,455
The Problem of Ideology-Marxism without Guarantees
Hall, S. (1986) · Journal of Communication Inquiry · doi:10.1177/019685998601000203 · Cited by 1,105
Research works printed but not linked: 7
- Althusser, L. (1971). Ideology and Ideological State Apparatuses. Lenin and philosophy. (B. Brewster, Trans.). New York, NY: Monthly Review Press.
- Arroyo, M. G. (2004). A Educação Básica e o Movimento Social do Campo. In M. G. Arroyo, R. S. Caldart & M.C. Molina (Eds.), Por uma Educação do Campo. Petrópolis, RJ: Editor Vozes.
- Caldart, R. (2004b). Por uma Educação do Campo. In M. G. Arroyo, R. S. Caldart & M.C. Molina (Eds.), Por uma Educação do Campo. Petrópolis, RJ: Editor Vozes.
- Graciani, M. S. S. (2001). Pedagogia Social da Rua: Análise e Sistematização de uma Experiência de Vida. Fourth Edition. São Paulo: Cortez/Instituto Paulo Freire.
- Makarenko, A. (2004). Makarenko, his life and work: Articles, talks and reminiscences. Honolulu, HI: University Press of the Pacific.
- Petrus, A. (1997). Concepto de Educaión Social. In A. Petrus (Ed.), Pedagogía Social. España: Ariel.
- Willis, P. (1977). Learning to labor. New York, NY: Columbia University Press.
Cited by
Sorted by citations
Introduction: critical perspectives on food sovereignty
Edelman, M., Weis, T., Baviskar, A., Borras, S. M., Holt-Giménez, E., Kandiyoti, D., & Wolford, W. (2014) · The Journal of Peasant Studies · doi:10.1080/03066150.2014.963568 · Cited by 347
An education in gender and agroecology in Brazil’s Landless Rural Workers’ Movement
Schwendler, S. F., & Thompson, L. A. (2016) · Gender and Education · doi:10.1080/09540253.2016.1221596 · Cited by 40
Añez, F. J. B. (2024) · Estudios y Perspectivas Revista Científica y Académica · doi:10.61384/r.c.a..v4i2.223 · Cited by 22
The pedagogical and ethical legacy of a “successful” educational reform: The Citizen School Project
Fischman, G. E., & Gandin, L. A. (2016) · International Review of Education · doi:10.1007/s11159-016-9542-0 · Cited by 18
PRÁTICAS CORPORAIS E PAULO FREIRE: UMA ANÁLISE SOBRE A PRODUÇÃO DO CONHECIMENTO
Nogueira, V. A., Maldonado, D. T., Silva, S. A. P. D. S., Freire, E. D. S., & Miranda, M. L. D. J. (2019) · Movimento (Porto Alegre) · doi:10.22456/1982-8918.85020 · Cited by 16
Countering Inequality: Brazil's Movimento Sem‐Terra
Valente, R. R., & Berry, B. J. L. (2015) · Geographical Review · doi:10.1111/j.1931-0846.2015.12078.x · Cited by 13
Transformative Education: Disrupting Colonial and Authoritarian Legacies in Paraguay
Moore, C. L. (2023) · Journal of Latinos and Education · doi:10.1080/15348431.2023.2187805 · Cited by 5
Duffy, M. (2016) · The Journal of Development Studies · doi:10.1080/00220388.2016.1224851 · Cited by 3
Zonetti, V. M. (2019) · Digital Library of Theses and Dissertations (Universidade de São Paulo) · doi:10.11606/d.100.2019.tde-24042019-194155 · Cited by 2
Tarlau, R., de Moraes, M. Z., Witcel, E., & Thapliyal, N. (2014) · OAR@UM (University of Malta) · Cited by 1
Self-citationEducation’s relevance for Piketty
Kamat, S. G. (2016) · British Journal of Sociology of Education · doi:10.1080/01425692.2016.1200827 · Cited by 1
Editorial: Radical popular education today
Finnegan, F., Fragoso, A., & Merrill, B. (2023) · European Journal for Research on the Education and Learning of Adults · doi:10.3384/rela.2000-7426.4691 · Cited by 1
La pédagogie des sans-terre comme forme d’expérience et d’enracinement démocratique du travail
Devette, P., & Marques, D. F. (2023) · Anthropologie et Sociétés · doi:10.7202/1105532ar
Parziale, F. (2024) · European Journal of Cultural Studies · doi:10.1177/13675494241287932
From Reform to Liberation: Educational Change as Social Movement
Rincón-Gallardo, S. (2026) · Springer international handbooks of education · doi:10.1007/978-3-031-88898-4_51-1
Metadata
- Authors
- Tarlau, R. S.
- Affiliations
- University of California, Berkeley (US)
- Corresponding author
- Tarlau, Rebecca Senn
- ORCID
- Tarlau, Rebecca Senn
- Venue
- Education Policy Analysis Archives
- Published
- 2013-04-30
- Volume
- 21
- Pages
- 41
- ISSN
- 1068-2341 (ISSN-L)
- OpenAlex
- W1726055307
- Cited by
- 15
- References
- 42
- Citations by year
- 2026: 1 · 2024: 2 · 2023: 3 · 2019: 2 · 2016: 4 · 2015: 1 · 2014: 2
- FWCI
- 10.42
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- Education Policy Analysis Archives (publishedVersion, cc-by-nc-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Topics
- Social Sciences › Education › Rural and Ethnic Education
- Social Sciences › Education › Critical and Liberation Pedagogy
- Social Sciences › Development › Agriculture, Land Use, Rural Development
- Keywords
- Landless Workers' Movement (MST), social pedagogy, socialist pedagogy, agrarian social movements, rural education, social reproduction, relations of production, Paulo Freire, Paul Willis, Antonio Gramsci, collective learning, Brazilian countryside, land reform
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-11-10, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-10 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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