A prática solidária luterana, no sínodo Mato Grosso IECLB, MT : dimensões teológica e pedagógica

Abstract

This research aimed to investigate the solidary practice Mato Grosso-IECLB Synod, based on the Theological and Pedagogical dimensions. The communities in the Synod were constituted in the migratory process as an instrument of aggregation, education, ecumenical struggles for faith and life, solidarity, communion and against the systematic violation of human rights in the state of Mato Grosso. The research described the articulation process of communities, schools, organizations of social and economic movements of solidarity and mutual support in the countryside and in the city, revealing how the imigration of impoverished European families since the nineteenth century to southern Brazil and migration in Brazil, continuous, from generation to generation. The text discusses the migratory process to Mato Grosso, from the 1970s to 2000. It depicts emblematic cases of articulations for the construction of community schools and education centers organized by the migrants themselves, as well as the reception and defense of life against evictions and death threats suffered by impoverished migrant families and / or historical squatters. The text describes Lutheran communities participating in the ecumenical articulation for the creation of the Henrique Trindade Human Rights Center (CDHHT) in favor to popular struggle for life and against the violation of human rights. We investigated knowledge, doings and sayings that support the practice of Lutheran solidarity: Theological and Pedagogical dimensions. The methodology used was the qualitative approach of bibliographic and documentary research. The theoretical study was based, among others, on Paulo Freire, Geertz and Bonhoeffer, approaching, from the documentary study, the ways migrants searched for land and territory and places of solidarity: community churches and organized groups of human rights. Finally, a reflection was done on the communion of pain, recognition and deaconry. Two paths, the pedagogical and theological, were side by side, in the practice of solidarity and in the search for land to live in. In these processes, people were run over and victimized. The text presents theological and pedagogical conflicts that questioned the practice, the education and the apostolate. In the theoretical field, the category solidarity and human rights was discussed as historical construction and popular education in the face of the practices of ecclesial communities and social movements as instruments for education. In the spaces of occupied lands, migrants formed their communities, their schools, their crops, their family, social, cultural, and economic lives. They were hit by economical and financial crises, crop frustrations, court decisions, evictions, illnesses, isolation. The study was proposed to the research of the referred time and space.