The Latin American Pedagogical Labyrinth: A Popular Education Perspective

2010 ◽  
pp. 27-42
Author(s):  
Danilo R. Streck
Keyword(s):  
Latin American ◽  
Popular Education

scholarly journals Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"

2018 ◽  
Vol 26 ◽  
pp. 86
Author(s):  
Shirly Said
Keyword(s):  
High Schools ◽  
Young People ◽  
Latin American ◽  
Popular Education ◽  
Pedagogical Knowledge ◽  
Education For All ◽  
Right To Education ◽  
Significant Expression ◽  
The Right ◽  
Social Sectors

In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.

scholarly journals A educação ambiental popular: contribuições em práticas sociais

2018 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Tiago Zanquêta de Souza
Keyword(s):  
Environmental Education ◽  
Latin American ◽  
Social Practice ◽  
Popular Education ◽  
Social Practices ◽  
American People ◽  
Critical Perspective ◽  
Daily Lives ◽  
Educational Praxis ◽  
Sobre Todo

ResumoEste artigo tem como objetivo apresentar uma reflexão em torno da educação ambiental popular, a partir de uma perspectiva histórica e crítica, como uma corrente teórica que pode orientar diferentes práticas sociais, escolares ou não, à elaboração de uma práxis educativa que prime pela libertação de mulheres e homens, pela construção de sua emancipação e, acima de tudo, pela transformação da realidade injusta, opressora e excludente tão presente na cotidianidade do povo latino-americano. Para isso, parto de um breve estudo em torno da origem da educação ambiental popular, a fim de evidenciar as convergências históricas entre a educação ambiental e a educação popular, para em seguida, refletir em torno da macrotendência da educação ambiental crítica.Palavras-chave: Prática Social. Educação Ambiental Crítica. Educação Popular.Popular environmental education: contributions in social practicesAbstractThe objective of this article is to present a reflection on popular environmental education, from a historical and critical perspective, as a theoretical current that can guide different social practices, school or not, to the elaboration of an educational praxis that emphasizes the liberation of women and men, for the construction of their emancipation and, above all, for the transformation of the unjust, oppressive and exclusive reality so present in the daily lives of the Latin American people. For this, a brief study is presented on the origin of popular environmental education, with the aim of highlighting the historical relations between environmental education and popular education. Then, reflections on the macro-trends of critical environmental education are presented.Keywords: Social Practice. Critical Environmental Education. Popular Education.La educación ambiental popular: contribuciones en prácticas socialesResumenEste artículo tiene como objetivo presentar una reflexión en torno a la educación ambiental popular, desde una perspectiva histórica y crítica, como una corriente teórica que puede orientar diferentes prácticas sociales, escolares o no, a la elaboración de una praxis educativa que prima por la liberación de mujeres y hombres, por la construcción de su emancipación y, sobre todo, por la transformación de la realidad injusta, opresora y excluyente tan presente en la cotidianidad del pueblo latinoamericano. Para ello, parto de un breve estudio en torno al origen de la educación ambiental popular, a fin de evidenciar las convergencias históricas entre la educación ambiental y la educación popular, para luego reflexionar en torno a la macro tendencia de la educación ambiental crítica.Palabras clave: Práctica Social. Educación Ambiental Crítica. Educación Popular.

scholarly journals Por uma pedagogia decolonial na América Latina: Convergências entre a educação popular e a investigação-ação participativa

2018 ◽  
Vol 26 ◽  
pp. 84
Author(s):  
João Colares da Mota Neto
Keyword(s):  
Latin America ◽  
Action Research ◽  
Participatory Action Research ◽  
Latin American ◽  
Social Scientist ◽  
Popular Education ◽  
Paulo Freire ◽  
Participatory Action ◽  
America Latina ◽  
Decolonial Pedagogy

The article analyzes possibilities of convergence between popular education and participatory action research, taking as a reference the thought of the Brazilian pedagogue Paulo Freire and the Colombian social scientist Orlando Fals Borda. In particular, it examines these convergences in order to identify elements for the constitution of a decolonial pedagogy in Latin America. It is a research inserted in the field of the comparative history of Latin American social thought, using as primary sources several works of Paulo Freire and Orlando Fals Borda. The article defends the argument that the convergence between popular education and participatory action research is one of the most fruitful, creative and instigating intellectual contributions ever produced in Latin America, capable of pointing to a decolonial pedagogy that confronts intellectual colonialism, Pedagogical traditionalism and the authoritarianism of modern-colonial science. 

CULTURAL TRANSLATION BEYOND AN INTERDISCIPLINARY EXIT, A MEETING OF KNOWLEDGE

2021 ◽  
Author(s):  
Ana Hernández Espino ◽  
Keyword(s):  
Latin American ◽  
Popular Education ◽  
Educational Policies ◽  
Cultural Translation ◽  
Historical Evolution ◽  
Educational Framework ◽  
Popular Knowledge ◽  
Neoliberal Policies ◽  
Intercultural Conflicts ◽  
Different Cultures

In a context of intercultural conflicts, of exclusive educational policies, it is necessary to create inclusive perspectives, enabling coexistence between different cultures. A Latin American educational framework rooted in neoliberal policies restricts creative gazes. Two doctoral researches carried out with a perspective of Popular Education, one in Mexico, Costa Rica, Argentina and Uruguay and another on a specific experience in Uruguay show the potential of the emancipatory component. His socio-historical analyzes link the educational proposals with the historical evolution of their problems in relation to their contexts. Cultural translation is presented as one of the potentialities, where weighted popular knowledge is rescued by groups. Some socio-community referents have skills to know, understand and translate the demands. A training obtained from the analysis of the experience and knowledge of the groups stimulates decolonization processes.

From Freire to Feminism: The North American Experience with Critical Pedagogy

1992 ◽  
Vol 42 (3) ◽  
pp. 180-191 ◽  
Author(s):  
Phyllis M. Cunningham
Keyword(s):  
Critical Pedagogy ◽  
San Francisco ◽  
Latin American ◽  
Critical Role ◽  
Popular Education ◽  
Washington Dc ◽  
Adult Educator ◽  
American Experience ◽  
The North ◽  
Adult Continuing Education

Archer, D., & Costello P. (1990). Literacy and Power: The Latin American Battleground. London: Earthscan Publications. Chene, A., & Chervin, M. (1991). Popular Education in Quebec. Washington, DC: American Association for Adult Continuing Education. Collins, M. (1991). Adult Education as Vocation: A Critical Role for the Adult Educator in Today's Society. London: Routledge Hart, M. (1991). Working and Education for Life. London: Routledge. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey Bass. Shor, I., & Frerie, P. (1987). A Pedagogy for Liberation: Dialogues on Transforming Educators. Massachusetts: Bergin and Garvey.

scholarly journals LEARNING IN SOLIDARITY: A UNION APPROACH TO WORKER-CENTRED LITERACY

Just Labour ◽  
1969 ◽  
Author(s):  
Tamara Levine
Keyword(s):  
Latin American ◽  
Third World ◽  
Popular Education ◽  
Literacy Skills ◽  
Real Situation ◽  
Labour Movement ◽  
Milieu De Travail ◽  
Historical Role ◽  
Canadian Labour Congress

The article introduces the reader to developments with unions and literacy, a labour activity that is gaining a toe-hold on today’s union agenda. The historical role of unions and literacy is explored, as well as its relationship to more traditional labour education. Some tough questions are asked about who is participating in union activity and who is left out, and how literacy has the potential to reach many union members who are not yet active. The article takes the reader inside a class of night cleaners. Building on the the real situation of a worker/participant who has been injured, the instructor facilitates a learning process that builds literacy skills while exploring avenues for collective recourse. While union-based literacy challenges many traditional assumptions and practices both in the workplace and within the labour movement, it is gaining ground and finding resonance within a growing number of Canadian unions, federations and the Canadian Labour Congress. With a popular education approach that builds on the Latin American and other Third World experience, literacy is revealed as an important metaphor for inclusion and democratization. L’article présente l’évolution de la participation syndicale à l’alphabétisation, qui commence à s’inscrire au programme syndical. Il traite du rôle historique des syndicats en matière d’alphabétisation et des relations entre celle-ci et les formes plus traditionnelles d’éducation syndicale. De difficiles questions sont posées au sujet des personnes qui participent à l’activité syndicale et de celles qui en sont exclues ainsi que des moyens par lesquels l’alphabétisation peut permettre à de nombreux membres qui ne sont pas encore actifs de s’impliquer dans leurs syndicats. L’auteure fait découvrir la réalité d’une classe de personnel de nettoyage de nuit. En se fondant sur un cas vécu où une personne participant au cours s’est blessée, l’animatrice favorise un apprentissage permettant à la classe de développer ses capacités de base en examinant des recours collectifs possibles. L’alphabétisation axée sur les travailleurs et les travailleuses remet en question de nombreuses hypothèses et pratiques traditionnellement employées en milieu de travail et au sein du mouvement syndical, mais elle trouve de plus en plus d’appuis et gagne du terrain au sein d’un nombre croissant de syndicats et de fédérations du travail du Canada ainsi qu’au Congrès du travail du Canada. Dans le cadre d’une approche d’éducation populaire s’appuyant fond sur l’expérience acquise en Amérique latine et dans d’autres parties du tiers monde, l’alphabétisation constitue une importante métaphore de l’inclusion et de la démocratisation.

Latin American Perspectives on Participatory Methodologies in Educational Research

2019 ◽  
Author(s):  
Danilo Romeu Streck ◽  
Telmo Adams
Keyword(s):  
Latin America ◽  
Social Science ◽  
Educational Research ◽  
20Th Century ◽  
Latin American ◽  
Popular Education ◽  
Paulo Freire ◽  
Research Practices ◽  
The Caribbean

Since the second half of the 20th century, research practices in social science and the humanities in Latin America and the Caribbean have been developed alongside criticisms of positivist methodologies. Some of the main interventions are reviewed by scholars such as Orlando Fals Borda, João Bosco Guedes Pinto, Michel Thiollent, Paulo Freire, Carlos Rodrigues Brandão, and Oscar Jara. Participation is central to all of these, but each contain nuances that must be identified, explained, and analyzed. Furthermore, these interventions relate to the field of popular education or, more broadly, to practices associated with critical educational proposals.

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