Studies of the Brazilian Landless Movement, particularly the MST (Movimento dos Trabalhadores Rurais Sem Terra, Landless Rural Workers' Movement), note two periods of collective action: the time when tactics such as land occupations are deployed to acquire land (luta pela terra) and subsequent mobilizations to develop territory (luta na terra). The latter period, which includes fostering educational opportunities and coordinating economic production, features prolonged interaction with government authorities. Instead of demobilizing during institutionalization, this study argues, postoccupation practices are as contentious as seizing territory. This is apparent in the movement's efforts to influence public policies that lead to the creation of schools where a contentious, movement‐centered identity develops. Documenting the movement's efforts in education provides a way to understand how the current moment in rural contention in Brazil—called by some the time to acumular forças (accumulate forces)—remains collective and political instead of indicating movement decline.