This paper describes a collaborative ethnography about political and pedagogical practices of the Movement of Peasant Women in Santa Catarina (Brazil). In particular, it investigates the educational potential of the agroecological practices and reflections developed by the movement, in order to rethink the “negated relation” between the peasants of European origin and the native population, into the social-political-cultural context of the State of Santa Catarina. After a brief reference to the background of the study about the educational practices of the social movements, the author presents her research and focuses on the political, ethical and methodological implications of an investigation with a social movement. How the identification with the struggles of the social movement can contribute to the research? In which way, is it possible to promote the reciprocity in all stages of the survey? Can the discussion about the researcher's interpretations with her interlocutors promote any non-individualistic modalities of ethnographic writing?
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