# data[].attributes.body
-Use of education by social movements to substantiate positionality within larger political and social context.
- Case study of how education can be used to foster and grow a social movement and expand members access to various levels of government

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- expanded influence and power through co-governance, direct protest, and co-opting government processes

"Contentious-Co-Governance: When social movements engage in the provision of public services with state actors, while simultaneously organizing contentious political actions and promoting practices that come into conflict with institutional norms and the interests of the state itself." (Drexel VCaP, 2020)

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Brazilian Landless Workers Movement (MST)

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Brazilian Landless Workers Movement (MST)

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- One of the largest social movements in Latin America
- Started due to unequal land distribution during dictatorship
- Groups of landless farmers inspired by liberation theology
- Occupied land estates to pressure government to redistribute
- Expanded to include 1.5 million individuals
- Continues to occupy unproductive land estates

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-MTS and University partners continually working through conflicts regarding programming
-MTS and Federal government working through conflict regarding funding and political positionality of social movement

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- Movement of younger generation from rural areas into cities
- Loss of activists who have been educated through PRONERA
- Brain drain from rural areas of Brazil

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-Government challenges to PRONERA
-Federal Court of Audits filed injunction limiting the ability for PRONERA to actually run higher ed programming

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- Development and expansion of school systems
- Expansion of literacy programming
- Increased access to context specific education
- Financial support for rural/agrarian schools
- Educators within schools specifically trained to support agrarian communities

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- Literacy Programming
- Secondary Education programming
- Access to higher education programming

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- Allow activists to seek diversified higher education degrees
- Programming structured to allow students to continue their local community engagement/activism (Alternation)
- Development of integrated activist & higher education institution network

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- Expansion and diversification of the workforce in rural Brazil (educators, lawyers, etc.)
- Increased capacity of MST

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- Impact of rural/ agrarian voice strengthened within government levels
- expansion of literacy and access to education throughout total rural population
-leadership within global social activism (model case study)

# data[].attributes.headline
Brazil - OECD data. OECD. (n.d.). https://data.oecd.org/brazil.htm 

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Brazil - OECD data. OECD. (n.d.). https://data.oecd.org/brazil.htm 

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- 1990s, period of Neoliberalism in Latin America
- April 17, 1996, Massacre of Eldorado dos Carajas (Brazilian military opens fire and kills 16 activists)
- April 1998, National Program for Education in Area of Agrarian Reform began

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-Math 388
-Reading 400
-Science 403

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-HCl: 0.6
-GDP: 1.92 (annual growth 2.9%)
-Adult literacy rate: 94%
- Government expenditure on education: 16%

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Examine the relationship between state and social movement at the federal, state and municipal level

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-20 months in Brazil (2010-2015)
-Researcher lived in the home of MST educational activists
-Multi-sited political ethnography of school districts
-5 different school systems
-Selection of participants (school districts) for realistic representation of degree of education system transformation
-Observations of activists' daily activities
-Interviews of 100 MST activists & 100 state officials
-Comprehensive and extensive research

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-Scientist from Global North
- Female
- White
- Strong background of social activism
- Bilingual in Portuguese

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Highly Applicable within other country contexts

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Highly Applicable within other country contexts

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-Demonstrates that gains and losses to desired outcomes occur regularly
- Dynamic co-governance between the state, a social movement, and higher education institutions can lead to advancements and expansion of education systems to better support diverse underserved communities
- Effectiveness of outcomes is directly related to continual direct conflict and dialogue among all parties

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- Teacher unions within the US
- BLM movement and CRT within schools
- Chicanx Studies in Arizona

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- Bhumi Uchhed Pratirodh Committee in India (Agrarian community group resisting SEZ set up in West Bengal)
- Nagaland India, access and integration of indigenous education in schooling
- Narmada Bachao Andolan in India (social movement against multiple dam projects)
- La Via Campesina ( International Farmers Organization)
- Fanmi Lavalas in Haiti
- Abahlali baseMjondolo in South Africa ( socialist shack dwellers movement campaigning for land, housing and dignity)

# data[].attributes.body
- How do social movements use public education to obtain desired outcomes for their community?
- How does co-governance work in practice?
- Who has sovereignty?
- Who controls the curriculum?