BETWEEN THE HOE AND KNOWLEDGE: PRONERA and the limits to addressing child labor in rural areas
agrarian question; child labor; PRONERA; reproduction of labor power; Rural Education; public policies.
This dissertation analyzes the mediations established between the National Program for Education in Agrarian Reform (PRONERA) and child labor in rural areas, understood as an expression of the ways in which the reproduction of labor power takes place under the historical conditions of the Brazilian agrarian question. It starts from the understanding that the persistence of rural child labor cannot be explained exclusively by poverty, insufficient schooling, or the persistence of certain cultural practices, requiring an analysis that articulates the categories of the agrarian question, labor, reproduction of labor power, education, and public policies. The research aims to understand to what extent PRONERA, although it was not conceived as a public policy directly aimed at addressing child labor, affects the processes of education and social reproduction of settled families. The investigation is grounded in the historical-dialectical materialist method and combines bibliographic review with documentary research. Normative, administrative, and pedagogical documents related to PRONERA experiences developed in partnership between the National Institute for Colonization and Agrarian Reform (INCRA) and the Federal University of Rio Grande do Norte (UFRN) were analyzed, with a documentary timeframe from 2010 to 2024, together with data produced by the Brazilian Institute of Geography and Statistics (IBGE), the Observatory for the Prevention and Eradication of Child Labor (SmartLab), the International Labour Organization (ILO), and other official sources. The investigation showed that the persistence of child labor in rural areas derives from the material conditions that organize the reproduction of life among working families in the countryside. It also demonstrated that PRONERA expands access to higher education, strengthens processes of human formation and collective organization, and enables the continuity of learners’ ties with their territories, while remaining conditioned by the structural determinations that organize the reproduction of life in rural areas. It concludes that PRONERA constitutes an important achievement of rural social movements and a relevant educational mediation in expanding the right to education and human formation. Its transformative capacity, however, remains conditioned by the structural determinations of the Brazilian agrarian question; therefore, overcoming child labor requires transformations that go beyond the scope of educational policies.