
Contents
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The Itinerant School Proposal: Governor Antônio Britto and the PMDB (1995–1998) The Itinerant School Proposal: Governor Antônio Britto and the PMDB (1995–1998)
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Full Government Support: Governor Olívio Dutra and the PT (1999–2002) Full Government Support: Governor Olívio Dutra and the PT (1999–2002)
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Governing Schools Without the State: Governor Germano Rigotto and the PMDB (2003–2006) Governing Schools Without the State: Governor Germano Rigotto and the PMDB (2003–2006)
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Public Schools on Agrarian Reform Settlements Public Schools on Agrarian Reform Settlements
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Regime Change and a Frontal Attack: Governor Yeda Crusius and the PSDB (2007–2010) Regime Change and a Frontal Attack: Governor Yeda Crusius and the PSDB (2007–2010)
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Using the Law to End Participation: The Role of the Public Ministry Using the Law to End Participation: The Role of the Public Ministry
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“Closing Schools Is a Crime!”: The MST Fights Back “Closing Schools Is a Crime!”: The MST Fights Back
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Public Schools on Settlements Face More Constraints Public Schools on Settlements Face More Constraints
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State Support with Low Mobilization: Governor Tarso Genro and the PT (2011–2014) State Support with Low Mobilization: Governor Tarso Genro and the PT (2011–2014)
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Conclusion Conclusion
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4 Rio Grande do Sul: Political Regimes and Social Movement Co-Governance
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Published:June 2019
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Abstract
Chapter 4 focuses on the MST’s educational struggle in Rio Grande do Sul, where the movement first began to experiment with new pedagogical approaches in the early 1980s. Rio Grande do Sul is an ideal case of state-movement cooperation: well-organized MST activists helped a left-leaning PT government take power in a state with a high capacity for educational governance. Once MST leaders institutionalized their proposal, they continued to co-govern these initiatives, even after the state withdrew its financial support. However, the second part of the chapter illustrates that this is still a fragile relationship: a right-leaning government that came to power a decade later successfully attacked these educational initiatives and weakened the movement. The argument of this chapter is that a combination of disruptive tactics and institutional presence is critical to successfully engaging the state; however, regime type can also affect movement outcomes.
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