The Center for Latino/a and Latin American Studies (CLLAS) hosted a presentation and discussion by Dr. David Meek (Associate Professor, Global Studies), a CLLAS Faculty Grantee, on rural school closures in Brazil. Dr. Meek shared his expert insights on the topic, sparking a thoughtful discussion among attendees. As a CLLAS Faculty Grantee, Dr. Meek was able to conduct Phase Two of his research, which highlighted the context of rural school closures in Brazil and the role of social organization and resistance from educators, activists, and community members in preserving cultural identity. Meek also discussed alternative forms of education emerging outside of the state, such as autonomous schools. The Q&A session explored topics like the relationship between movements and the state, experiments in autonomous education, and the challenges faced by rural communities. The discussion also touched on the importance of rural schools in Mexico and the role of education in shaping cultural identity and social organization. Overall, the event provided a valuable opportunity for attendees to learn about the complex issues surrounding rural school closures in Brazil and engage in meaningful conversations about potential solutions and alternatives.
Click here to view the PowerPoint slides from Dr. Meek’s Presentation
Unpacking the Complexities of Rural School Closures in Brazil:
Key Takeaways from Dr. David Meek’s Presentation
The closure of rural schools in Brazil has been a contentious issue in recent years, with far-reaching consequences for communities and the future of education. Dr. David Meek’s research aims to shed light on the spatial nature of school closures, the factors driving them, and the ways in which local communities are resisting. Below we dive into the key takeaways from Meek’s presentation, highlighting the complex interplay between education, community, and economic interests.
Disproportionate Impact on Communities of Color:
Meek’s research revealed that rural school closures disproportionately affect communities of color that rely on sustainable agriculture. These communities are often marginalized and face structural barriers to accessing quality education. The closure of schools in these areas perpetuates cycles of poverty and limits opportunities for social mobility. This finding underscores the need to address systemic inequalities in education and ensure that policies prioritize the needs of vulnerable populations.
Influence of Agri-Business and Mining Companies:
Large Agri-business and mining companies have a significant influence on rural schools, providing financial support in exchange for control over curricula and ideological indoctrination. This corporate influence can undermine critical thinking and perpetuate the exploitation of natural resources. Meek’s research highlights the need for education to remain independent from corporate interests and prioritize the development of critical consciousness.
Power of Social Organization and Resistance:
In the face of school closures, educators and community members are mobilizing to resist and preserve their schools. Meek’s research showcased inspiring stories of collective action, highlighting the importance of social organization and resistance in keeping schools open. These efforts demonstrate the power of community-led initiatives in shaping the future of education and local development.
Education as a Critical Factor in Rural Development:
The presentation emphasized the critical role of education in shaping the future of rural communities. Schools serve as hubs for socialization, skills development, and cultural preservation. Meek’s research underscores the need for policies that prioritize quality education, address rural-urban disparities, and support sustainable community development.
Conclusion:
David Meek’s research on rural school closures in Brazil reveals the complex interplay between education, community, and economic interests. The findings highlight the need to address systemic inequalities, resist corporate influence, and support community-led initiatives that prioritize quality education and sustainable development. As Brazil continues to grapple with the challenges of rural school closures, Meek’s research serves as a powerful reminder of the importance of placing community needs and critical pedagogy at the heart of education policies.
Statistics & Findings
• Approximately 140,000 rural schools in Brazil have been closed since 2000, which is about 80% of all rural schools in the country.
• Over 28,000 rural schools in Brazil have been closed in the past eight years.
• In 2014 alone, more than 4,000 rural schools were closed by the state, and the Brazilian government maintains that approximately 37,000 rural schools have been closed in the last 25 years.
• The closure of rural schools is an explicitly spatial phenomenon, with hotspots of school closures concentrated in particular areas of Brazil, mainly in the northeast and Amazon regions.
• Family farming and race are the two principal variables that explain the school closures, with communities of color that rely on sustainable agriculture or small-scale subsistence agriculture being disproportionately affected.
• In the municipality of Salamia, a school has been closed and replaced with an expansive eucalyptus plantation.
• The MST (Landless Workers’ Movement) is actively working to address rural school closures in Brazil by promoting a model of education that values rural livelihoods and sustainable agriculture. They prioritize community-led initiatives, resist corporate influence, and advocate for policies that support quality education and sustainable development.
• Large Agri-business and mining companies are actively involved in financially supporting rural schools through textbook provision, which social movement leaders and educators see as an explicit strategy of ideological invasion and territorial control.