Sociocultural diagnosis of peasants graduating from a literacy project of the national education program in agrarian reform in Alagoas-BR

Abstract

This article presents a sociocultural characterization of landless peasant group settled by the agrarian reform and egresses of an alphabetization project. It shows that the group present a common social identity, which was historically constructed for several generations of manual workers. They work at sugar cane culture, where they have had relations of extreme exploration and precarious conditions of life. Although the peasants have received a small lot from the agrarian reform, this ownership of the land did not result in significant changes in their quality of life. The social exclusion that characterizes the group is reflected in the school exclusion. Most peasants have frequented alphabetization classrooms in several phases of their lives. However, the group continue without the elementary domain of reading and writing. This fact indicates the marginal inclusion of the school politics offered to the popular layers in Brazil.