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This article points out some of the problems faced by the Graduation Course in the Education Field at the Federal University of Piauí, Ministro Petrônio Portela campus, in Teresina, and analyzes them through a sociological perspective. Among them are: the decharacterization of the original proposal of rural social movements to form social fighters; the initial non-identity with their own community of origin by most students, built later by some of them due to the (re)discoveries provided by the course, producing a "love at second sight"; the overcoming of the field/city split, starting to understand that it is about the man/nature relationship as a condition of humanization and maintenance of the social world. It is believed that the resignification of the place itself and the field through the historical rescue and the sociological perspective can contribute to the elevation of the students' class consciousness. [ABSTRACT FROM AUTHOR]

This article discusses the precariousness and precariousness of the working class's existential and working conditions, the emergence of the precariat as a "new layer" of that class and the intensification of the precariousness and precariousness of the working class with the productive restructuring of capital and its current phase of accumulation. The film "You were not here" is used to emphasize some of the precarious and precarious aspects of the existential and working conditions of salaried workers around the world. Some brief considerations are also made about how SARS-COV-2 opens up the precarious and precarious situation of the working class, intensified by the austerity economic policy in the social area and the labor easing of neoliberal capital. [ABSTRACT FROM AUTHOR]

Education has a social function for social reproduction, but it is appropriated by capital and begins to attend to the interests and needs of the class which hold the means of material production, and therefore also the spiritual ones. In fighting for education, social movements and the social movements of the countryside in particular end up falling into the illusory trap of being "subjects of rights" and begin to have their ideals and proposals decharacterized and re-signified by the rule of law through their socalled "public" policies. After all, what education should social movements, and the social movement of the countryside, in particular, build? What form of organization is best suited to the struggle of the working class against the capital? These are some of the questions that this small theoretical essay tries to analyze, evidencing some of the multiple and contradictory factors that permeate the education "by right" conquered by the social movements of the field, listing some notes to rethink the praxis in the struggle of the work against the capital. [ABSTRACT FROM AUTHOR]