ABSTRACT
Differentiated education, as a political movement undertaken by traditional peoples and communities, aims at the acquisition of school and scientific culture as a tool to strengthen ethnic-political protagonism in the struggle for rights. From a local perspective — the Transamazonic and Xingu region —, we address the social construction of demands and proposals for differentiated education, in parallel with the trajectory of constitution and changes within the region's social movement group, which has established forms of collective action and institutional frameworks representative of the peasantry. In this perspective, drawing on Bourdieu's theoretical and methodological contributions, the article brings to the debate the relationship between education as implemented through affirmative action policies and the social purposes that it has been gaining, particularly regarding their incorporation into the strategies of social reproduction of the peasantry, surpassing what is foreseen in public policies.
Keywords:
Differentiated Education; Peasantry; Collective Action