This paper analyses the educational practices
of the graduates of the Pronera Pedagogy
Course at the Universidade Federal
da Paraíba in partnership with the
Comissão Pastoral da Terra (2015-2019).
Focusing on biographical narratives, and
investigating how experiences in higher
education influenced professional and
personal formations of graduates, we focus
our analysis on theories about popular
education and the decolonial gender debate.
We dialogue with authors such as
Brandão (1994), Freire (2018), Lugones
(2014), and Mejía (1994), among others.
Methodological procedures include bibliographic
and documentary research and
semi-structured interviews. The results
indicate that access and permanence in
higher education for peasant women
strengthened their peasant identity. In the professional context, we observe educators
committed to a public and quality
education.
