Destructive Production, Agroecology and Schools of Agroecology in Brazil

This book attempts to show the “environmental” struggles of the Landless Movement, which prefigure a new way of dealing with nature and educational struggles, which signals that which Mészáros calls "education beyond capital." Front Cover Half Title Series Information Title Page Copyright Page Contents Figures and Tables Acronyms and Abbreviations Introduction 1 The Book’s Organization Chapter 1 The Current State of “Primitive Accumulation”: Land Theft and Enclosures in the Twentieth and Twenty-First Centuries 1 Introduction 2 So-called Primitive Accumulation 3 The Enclosure and Theft of Land in Brazil in the 20th and 21st Centuries 4 The Commodification of All Spheres of Life and Struggles of Resistance against “Primitive Accumulation” Chapter 2 Destructive Production and Agroecology 1 Introduction 2 Green Revolution or Green Con? The Advancement of Destructive Forces in the Countryside 3 Patents as a New Form of Colonialism 4 Rescue of Historical Experiences of Alternative Agriculture: Clues to the Understanding of Agroecology 5 The Concept of Agroecology and the Need for an Agroecological Transition 6 The Technical Assistance Required for Agroecology 7 The Heterogeneity of Agroecology: From Market Niches to Systemic Rupture Chapter 3 “Sustainable Development”, Agroecology and Ecosocialism 1 Introduction 2 “Sustainable Development” and Its Limits 3 Technological Dependence and Neo-colonial Reversal: Effects on Commodity Exports and Brazil’s Role in the International Division of Labour 4 The Contributions of Michael Lowy and István Mészáros to the Ecosocialist Transition Chapter 4 “Green Revolution” in Brazil, Rural Extension and the Fight to Establish MST 1 Introduction 2 The “Green Revolution” in Brazil 3 Importing the Model of Rural Extension 4 The Fight to Establish mst Chapter 5 Perspectives and Dimensions of Agroecology 1 Introduction 2 The Perspective of the North-American Thought: For Sustainable Processes in Agriculture 3 Resistance and Existence: Agroecology in Spanish Thought 4 Agroecology in the Brazilian Scenario 5 Agroecology from the Perspective of MST and Social Struggles 6 The Dimensions of Agroecology 7 The Holistic Approach 8 The Participative Approach 9 Educational Dimension Chapter 6 Transnational Corporations, the MST’s Agroecological Agenda and Agroecology Schools 1 Introduction 2 Monster Corporations and the Fetishism of the “Green Revolution” 3 Fights for Agroecology and the MST’s Agroecological Agenda 4 Class and Gender Issues in Agroecological Struggles 5 The People’s Agrarian Reform and the Construction of the Revolution in Latin America 6 Educational Resistance: The Experiences of the MST Agroecology Centres Chapter 7 The Political Economy of the “Green Revolution”, Agroecology and the MST Agroecology Schools 1 Introduction 2 Capital’s Agriculture Campaign and Destructive Production: The Political Economy of the “Green Revolution” 3 Agroecology in the MST: Beyond the Green Agenda 4 The Creation of the Agroecology Schools 5 Agroecology in the Curriculum of the MST Vocational Schools 6 Final Thoughts Chapter 8 Cooperation and Workers’ Cooperatives of MST 1 Introduction 2 From the Coffee Complex to the Expansion of Agribusiness in the State of São Paulo 3 Conceiving Cooperation in the MST 4 Cooperation of the São Paulo MST in Face of the Capitalist State 5 Cooperation and Cooperativism in the MST of São Paulo 6 Final Considerations: Islands/Settlements Surrounded by a Green Sea of Sugarcane and Eucalyptus Chapter 9 The Rescue of Labour School Principles by the MST and Their Influence on Agroecology Schools 1 Introduction 2 The Re-release of Books from the First Phase of Soviet Pedagogy by the MST 3 The River that Divides the Pedagogies of Capital and the Pedagogies of Labour 4 Fundamentals of the Labour School 4.1 The Single School of Labour 4.2 Polytechnic Schools 4.3 Self-direction 4.4 Thematic Complexes 5 The Bureaucratization of the Russian Revolution and Its Educational Contingencies 6 Experimenting with the Principles of the Labour School in the MST’s Agroecology Schools 7 The Urgency of an Education beyond Capital Conclusions Bibliography Films Index Back Cover