This chapter engenders activist knowledge production through narratives from Mulher Sem Terra--women in the Landless Workers Movement. It is empirically grounded in a qualitative research study about women educators in the Landless Workers Movement (MST). Participation in the movement enabled these women to continue their own schooling and go on to become MST educators and leaders. Drawing on their stories, I will discuss situated perspectives on learning in the struggle in relation to becoming an educator, engaging the state, and construction of counterhegemonic knowledge. These kinds of learning enabled Landless women to see themselves and others as human beings with rights and dignity. In doing so, these pedagogies counter dominant capitalist discourses of disposability with situated discourses of caring, cooperation, and interdependence.