The State, Literacy, and Popular Education in Chile, 1964-1990

2006 ◽  
Vol 86 (3) ◽  
pp. 629-631
Author(s):  
Gerardo Alberto Mora-Brenes
Keyword(s):  
Popular Education ◽  
The State

scholarly journals As classes populares no curso de Pedagogia descobrindo-se periferia

2018 ◽  
pp. 149-162
Author(s):  
Fabiana Eckhardt
Keyword(s):  
Qualitative Study ◽  
Rio De Janeiro ◽  
Popular Education ◽  
Private University ◽  
The State ◽  
Palabras Clave ◽  
Popular Classes ◽  
The University ◽  
Center Periphery

Este artigo apresenta parte de um estudo qualitativo de cunho participativo, realizado entre os anos de 2013 e 2017, e traz uma reflexão sobre a crescente inserção de sujeitos das classes populares no curso de Pedagogia de uma universidade privada localizada na região Serrana do Estado do Rio de Janeiro. Para o desenvolvimento do texto, busca-se situar a chegada desses estudantes na universidade e, em diálogo com as experiências desses sujeitos, os estudos decoloniais e a pedagogia do oprimido, visualizar o deslocamento do sentimento de humilhação para o sentimento de periferia. Entre o desejo de pertencimento e a sensação de inadequação, estudantes se movem no cotidiano do curso de Pedagogia e demonstram outras possibilidades de compreensão do processo formativo. Tomando a relação centro-periferia (DUSSEL, 2006) como metáfora, este texto sinaliza como resultado outra compreensão acerca da formação de professores oriundos das classes populares. Palavras-chave: Curso de Pedagogia. Democratização da educação. Educação Popular The popular classes in the Pedagogy course discovering yourself as periphery AbstractThis subject is part of a qualitative study of participatory nature carried out in the Pedagogy course of a private university in a city in a moutain region of the state of Rio de Janeiro, between the years 2013 and 2017, dealing with reflection about the growing isertion of subjects from popular classes. For the development of the text, I seach to situate the arriving of this studants in the university and, in dialogue with those experiences, the Decolonial Studies and the Pedagogy of the Opressed visualize the displacement from the humiliation feeling for the periphery feeling. Between the desire for belonging and the sensation of indequacy, the students move in a daily couse of pedagogy and showing anothers possibilities of comprehension about their formation. Taking the relaction center-periphery (DUSSEL, 2006) as a metaphor, at this article, signals as the results another comprehension about the formation of teachers from popular classes. Keywords: Pedagogy course. Democratization of education. Popular Education. Las clases populares en el curso de Pedagogía si descubriendo periferia ResumenEste artículo presenta parte de un estudio cualitativo de cuño participativo realizado entre los años 2013 y 2017 y trae una reflexión sobre la creciente inserción de sujetos de las clases populares en el curso de Pedagogía de una universidad privada ubicada en la región serrana del estado de Río de Janeiro. Para el desarrollo del texto, busco situar la llegada de esos estudiantes en la universidad y, en diálogocon las experiencias de esos sujetos, los Estudios Decoloniales y la Pedagogía del Oprimido visualizar el desplazamiento del sentimiento de humillación hacia el sentimiento de periferia. Entre el deseo de pertenencia y la sensación de inadecuación, los estudiantes se mueven en el cotidiano del curso de pedagogía y demuestran otras posibilidades de comprensión del proceso formativo. Tomando la relación centro--periferia (DUSSEL, 2006) como metáfora, este texto, señala como resultado otra comprensión acerca de la formación de profesores oriundos de las clases populares. Palabras clave: Curso de Pedagogía. Democratización de la educación. Educación Popular.

This Southern Advent

2017 ◽  
Author(s):  
Robert Jackson
Keyword(s):  
Early Development ◽  
New South ◽  
Popular Education ◽  
The State ◽  
Spanish American ◽  
The South ◽  
Spanish American War ◽  
History Of ◽  
King Vidor

Chapter 1 surveys the contributions of southerners to film with an emphasis on activity within the South. Linking the early development of the medium to post-Reconstruction “New South” ideology and grounding it in the efforts of several early innovators from Virginia, this chapter covers a number of important events and movements: the Spanish-American War of 1898, the emergence of Jacksonville, Florida as a major production center in the 1910s, the diverse history of North Carolina’s early film cultures (Asheville as a production center, Karl Brown’s Stark Love, diverse filmmaking ventures throughout the state, the state’s popular education film program, the brilliant career of town documentarian H. Lee Waters), and the long career of King Vidor.

scholarly journals Use-Values for Inclusion: Mobilizing Resources in Popular Education for Newly Arrived Refugees in Sweden

2019 ◽  
Vol 7 (2) ◽  
pp. 85-95 ◽  
Author(s):  
Nedžad Mešić ◽  
Magnus Dahlstedt ◽  
Andreas Fejes ◽  
Sofia Nyström
Keyword(s):  
Social Networks ◽  
Asylum Seekers ◽  
Popular Education ◽  
The State ◽  
Use Value ◽  
Wide Range ◽  
Strong Notion ◽  
Use Values ◽  
Study Circle ◽  
Welfare Model

In times of market reforms and international migration, the Swedish welfare model has been seriously challenged. In the context of the arrival of refugees in 2015–2017, the state turned to civil society in facing up to the challenges. In this article, we direct our attention to the Workers’ Educational Association’s (ABF) state-funded work with refugees, with a specific focus on the activities conducted, the resources making them possible and the use-value of the resources mobilised. The article is based on observations and interviews with study circle leaders, managers and asylum seekers. The analysis illustrates that ABF, in line with its historical legacy, the broader workers’ movement, the strong notion of popular education as ‘free and voluntary’, has, with its well-established connections throughout the country, not solely taken on the task defined by the state. In solidarity, ABF has also responded to the needs of the refugees. As highlighted in the analysis, ABF has mobilized a wide range of resources, not least providing refugees with social networks and help in contacting the authorities. With such mobilization, opportunities were provided for the inclusion of refugees in Sweden.

The Catholic Church, Popular Education, and Political Change in Brazil

1984 ◽  
Vol 26 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Scott Mainwaring
Keyword(s):  
Catholic Church ◽  
Political Change ◽  
Popular Education ◽  
The State ◽  
Dominant Classes ◽  
The 1950S ◽  
Popular Classes ◽  
The Church ◽  
The Catholic Church

During most of its history, the Brazilian Catholic Church has been closely allied with the dominant classes and the state. Conversely, the Church traditionally has had tenuous linkages with the popular classes, and its practices with these classes generally have been paternalistic and authoritarian. This situation began to change somewhat in the 1950s as the institution made new efforts to reach the popular sectors.

scholarly journals Inter-relações entre Educação Popular e Movimentos Sociais na mobilização de inéditos viáveis no Complexo da Maré/RJ

2018 ◽  
pp. 77-100
Author(s):  
Marcia Alvarenga ◽  
Diego Peçanha Moreirão ◽  
Isadora Silva Marques
Keyword(s):  
Social Movements ◽  
Rio De Janeiro ◽  
Popular Education ◽  
Paulo Freire ◽  
The State ◽  
Daily Production ◽  
Palabras Clave ◽  
Movimientos Sociales

O artigo tem como objetivo analisar a inter-relação entre Educação Popular e movimento sociais, entremeada pela dialética formulada por Paulo Freire entre “situação-limite” e “inédito viável”, tendo como recorte empírico territorial o Complexo da Maré, no Estado do Rio de Janeiro. Metodologicamente, dedica-se atenção às fontes impressas e virtuais produzidas e apropriadas pelos movimentos em redes da Maré, consideradas na pesquisa como instrumentos de mobilização que articulam ações inspiradas em matrizes político-pedagógicas da Educação Popular. Conclui-se que essa inter-relação constitui, em si, inéditos viáveis para superação das situações-limite vividas pelos moradores no cotidiano da produção social do território. Palavras-chave: Educação Popular. Complexo da Maré. Inéditos viáveis. Inter-relationships between Popular Education and social movements in the mobilization of rapid inedies in the Maré Complex/RJ AbstractThe article aims to analyze the interrelation between Popular Education and social movements interspersed by the dialectic formulated by Paulo Freire between “limit situation” and “viable unpublished”, having as a territorial empirical cut the Complexo da Maré in the state of Rio de Janeiro. Methodologically, we pay attention to the printed and virtual sources produced and appropriated by the movements in Maré networks, considered in the research as instruments of mobilization that articulate actions inspired by political-pedagogical matrices of the EP. We conclude that this interrelationship is, in itself, viable unpublished to overcome the limit situations lived by the residents in the daily production of social territory. Keywords: Popular Education. Maré. Rapid inedies. Interrelaciones entre Educación Popular y movimientos sociales en la movilización de inéditos viables en el Complejo de la Maré/RJ ResumenEl artículo tiene como objetivo analizar la interrelación entre Educación Popular y movimiento social entremezclada por la dialéctica formulada por Paulo Freire entre “situación límite” e “inédito viable”, teniendo como recorte empírico territorial el Complejo de la Maré, en el estado de Río de Janeiro. Metodológicamente, dedicamos atención a las fuentes impresas y virtuales producidas y apropiadas por los movimientos en redes de Maré, consideradas en la investigación como instrumentos de movilización que articulan acciones inspiradas en matrices político-pedagógicas de la EP. Concluimos que esta interrelación, constituye, en sí, inéditos viables para superar las situaciones límite vividas por los habitantes en el cotidiano de la producción social del territorio. Palabras clave: Educación Popular. Complejo de la Maré. Inéditos viables.

scholarly journals Popular Education as a collective practice of insurgency and emancipation

2021 ◽  
Vol 14 (33) ◽  
pp. e14279
Author(s):  
Ian Gabriel Couto Schlindwein ◽  
Carolina de Roig Catini
Keyword(s):  
Latin America ◽  
Latin American ◽  
Popular Education ◽  
The State ◽  
Historical Process ◽  
Popular Movements ◽  
The 1960S ◽  
Educational Debate ◽  
Bibliographic Study

This article investigates the original meanings of the term popular education in Latin America, whose polysemy acquired along the historical process imposes inaccuracies and obstacles to the educational debate. The guiding thread of the article is an interview with Carlos Rodrigues Brandão, for whom popular education is the work and militancy of a “thinking community”, which aims at a revolutionary process, whose liberation is the first matter of an education that is not characterized only by addressing the popular class. The origin of this tradition in the context of the 1960s, first in the effervescence of Latin American popular movements and revolutions, and then organized as resistance and fight against dictatorships, places this popular education as an insurgent practice, of organization and confrontation against the State. The text is one of the results of a research carried out through historiographic and bibliographic study, as well as interviews and conversations conducted with popular educators.

scholarly journals Jornada de alfabetização de jovens e adultos no estado do Maranhão

2021 ◽  
Vol 14 (2) ◽  
pp. 267
Author(s):  
Glaucia Sousa Moreno ◽  
Mileny Alves Bezerra
Keyword(s):  
Young People ◽  
Participatory Research ◽  
Adult Literacy ◽  
Popular Education ◽  
The State ◽  
Teaching Reading ◽  
Reading And Writing

Este artigo tem como objetivo analisar a experiência da Jornada de Alfabetização do Maranhão – Sim, eu posso! e Círculos de Cultura. Além disso, busca recuperar as ações do programa que visam a processos emancipatórios, para além do ensino da leitura e escrita para jovens e adultos. Para o desenvolvimento do trabalho, recorremos à pesquisa bibliográfica com referencial freireano, Freire (2000 e 2002), documental e à pesquisa participante, enquanto membro da brigada de alfabetização do Movimento dos Trabalhadores Rurais Sem-Terra (MST) responsável pela condução da Jornada de Alfabetização. Pretende-se, assim, que o trabalho possa contribuir com as reflexões sobre a educação de jovens e adultos e a educação popular, como importantes instrumentos de emancipação dos sujeitos.Palavras-chave: Jornada de Alfabetização no Maranhão. Educação e Emancipação. Educação de Jovens e Adultos.Youth and adult literacy day in the state of MaranhãoABSTRACTThis article aims to analyze the experience of Maranhão Literacy Day - Yes, I can! and Culture Circles. In addition, it seeks to recover the actions of the program aimed at emancipatory processes, in addition to teaching reading and writing to young people and adults. For the development of the work, we used bibliographic research with Freire's reference, Freire (2000 and 2002), documentary and participatory research, as a member of the literacy brigade of the Movimento dos Trabalhadores Rurais Sem-Terra (MST) responsible for conducting the Jornada de Literacy. It is intended, therefore, that the work can contribute to the reflections on the education of young people and adults and popular education, as important instruments for the emancipation of the subjects.Keywords: Literacy Day in Maranhão. Education and Emancipation. Youth and Adult Education.Día de alfabetización de jóvenes y adultos en el estado de MaranhãoRESUMENEste artículo tiene como objetivo analizar la experiencia del Día de la Alfabetización de Maranhão - ¡Sí, puedo! y círculos culturales. Además, se busca recuperar las acciones del programa orientadas a los procesos emancipadores, además de la enseñanza de la lectura y la escritura a jóvenes y adultos. Para el desarrollo del trabajo se utilizó la investigación bibliográfica con referencia de Freire, Freire (2000 y 2002), investigación documental y participativa, como miembro de la brigada de alfabetización del Movimiento de Trabajadores Rurales Sin Tierra (MST) encargada de realizar la Jornada de Literatura. Se pretende, por tanto, que el trabajo pueda contribuir a las reflexiones sobre la educación de jóvenes y adultos y la educación popular, como importantes instrumentos para la emancipación de los sujetos.Palabras clave: Día de la Alfabetización en Maranhão. Educación y Emancipación. Educación de jóvenes y adultos

scholarly journals “Branding Bildung”: Commodifying the Uniqueness of Popular Education

2020 ◽  
pp. 074171362095794
Author(s):  
Andreas Fejes ◽  
Robert Aman ◽  
Sofia Nyström
Keyword(s):  
High Schools ◽  
Asylum Seekers ◽  
Formal Education ◽  
Popular Education ◽  
The State ◽  
State Support ◽  
Rhetorical Figures ◽  
Close Relationship ◽  
Study Circle ◽  
Asylum Seekers And Refugees

Popular education has a long history in Sweden, dating back to the mid-1800s and having developed in close relationship with the state. This relationship has been sustained over the years by the way popular education is spoken of as being “unique”—as being complementary to formal education. In this article, we focus on how the uniqueness of popular education is shaped today, and how it operates to legitimize further support. We draw on Barthes’ notion of myth, analyzing interviews with managers, principals, study circle leaders and teachers working with adult asylum seekers and refugees at study associations and folk high schools. We argue that the myth of the uniqueness of popular education is made up of three rhetorical figures that are mobilized by a range of actors legitimizing state support for popular education. The myth thus becomes a “tool” that commodifies popular education, that is, that turns the myth into monetary funds.

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