Processos de construção da identidade camponesa: reflexões a partir do projeto de assentamento Rose em Santaluz – Bahia

Abstract

This monographic work aims to reflect on processes of construction of peasant identity from the Rose Settlement Project in the city of Santaluz, Sisal territory, Bahia. This monograph is based on the author's personal concerns, as a daughter of the Rose Settlement, and as a purpose to deepen the knowledge about their place of belonging and the knowledge of the processes of organization of the Settlement.The study that gave rise to this monograph is of a qualitative nature. Documentary research was carried out at the Rose Settlement Association, semistructured interviews and a conversation with 10 settlers who participated in the camp, and the beginning of the settlement with young leaders of today.This monograph has as theoretical references Erikson (1976) in the construction of the concept of Identity, Bogo (2010) and Castells (2018) in the discussion about the Collective Identity,Tardin (2012), Dherwerson and Mauro (2015) in the approach of peasant identity, Caldart (2012), when building the discussion on the formation of the Landless Identity, and to talk about the importance of the school in the process of identity formation, I base myself in Carvalho (2012), Pistrak (2011) and Arroyo (2007).As a result, it is possible to understand that the processes of self-organization and resistance in the P.A. Rose form and reaffirm the peasant identity. During the process of occupation and organization of the P.A., it focused on the training of people in general.With regard to young people who studied at the settlement's school, 10 de Julho School, in particular, the research reveals that they participated in social projects for training young leaders and continued their studies in spaces that seek to follow the principles of Rural Education, which held positions on the board of the association, these are indeed able to identify themselves as landless, indicating the important consideration that an identity to be built and maintained needs to be nurtured.This is necessary so that there is no process of dilution of this identity by the action of various institutions of society linked to the conservation of social relations or denial of this same identity, in which the peasant or landless identity is no longer present. The research carried out allows us to highlight that the school has a fundamental role for this construction and affirmation of identity since it is potentiated for the affirmation and appreciation of the peasants and for acting in the construction of belonging and critical reading of reality.