scholarly journals From revolutionary texts to rebellious readers: What is Leitura Popular da Bíblia and is it really ‘popular’?

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Graham RB McGeoch
Keyword(s):  
Social Movements ◽  
Latin America ◽  
Critical Thinking ◽  
Rural Communities ◽  
Early Phase ◽  
Popular Education ◽  
Religious Experiences ◽  
Community Based ◽  
The Poor ◽  
Changing Practices

Inspired by Paulo’s Freire’s popular education for adults and liberation theology’s ‘option for the poor’, Leitura Popular da Bíblia (LPB) was pioneered among poor urban and rural communities throughout Latin America. It emphasised participatory methodologies, critical thinking and community solutions to problems interpreted as political. Importantly, in its early phase, it accompanied and was inserted into revolutionary political and social movements. This article addresses the methodology of LPB and asks critical questions about the notion of ‘popular’ deployed by some liberation theologies. It problematises the community-based presentation of popular in LPB and asks how LPB can transgress its traditional spaces – favelas, factories, student unions – into newly politicised territories that root emancipatory practices in gender, race and (inter-)religious experiences. The article draws on insights from the experiences of LPB currently used in popular movements in Brazil and Latin America, and considers the wider implications for LPB in light of changing popular experiences and changing practices in revolutionary political and social movements.

scholarly journals Scaling-up health insurance through community- based health insurance schemes in rural sub- Saharan African communities

2013 ◽  
Vol 3 (1) ◽  
pp. 14 ◽  
Author(s):  
Ufuoma John Ejughemre
Keyword(s):  
Health Care ◽  
Health Insurance ◽  
Rural Communities ◽  
Care Delivery ◽  
Sub Saharan Africa ◽  
Community Based ◽  
Seek Health Care ◽  
Community Based Health Insurance ◽  
The Poor ◽  
Sub Saharan

Context: The knotty and monumental problem of health inequality and the high burden of diseases in sub-Saharan Africa bothers on the poor state of health of many of its citizens particularly in rural communities. These issues are further exacerbated by the harrowing conditions of health care delivery and the poor financing of health services in many of these communities. Against these backdrops, health policy makers in the region are not just concerned with improving peoples’ health but with protecting them against the financial costs of illness. What is important is the need to support more robust strategies for healthcare financing in these communities in sub-Saharan Africa. Objective: This review assesses the evidence of the extent to which community-based health insurance (CBHI) is a more viable option for health care financing amongst other health insurance schemes in rural communities in sub-Saharan Africa. Patterns of health insurance in sub-Saharan Africa: Theoretically, the basis for health insurance is that it allows for risk pooling and therefore ensures that resources follow sick individuals to seek health care when needed. As it were, there are different models such as social, private and CBHI schemes which could come to bear in different settings in the region. However, not all insurance schemes will come to bear in rural settings in the region. Community based health insurance: CBHI is now recognized as a community-initiative that is community friendly and has a wide reach in the informal sector especially if well designed. Experience from Rwanda, parts of Nigeria and other settings in the region indicate high acceptability but the challenge is that these schemes are still very new in the region. Recommendations and conclusion: Governments and international development partners in the region should collect- ively develop CBHI as it will help in strengthening health systems and efforts geared towards achieving the millennium development goals. This is because it is inextricably linked to the health care needs of the poor. 

scholarly journals Educação Popular, educação libertária e os movimentos sociais como meios de insurgência e resistência em nossas terras

2018 ◽  
pp. 163-188
Author(s):  
Noelia Rodrigues Pereira Rego
Keyword(s):  
Social Movements ◽  
Latin America ◽  
Popular Education ◽  
Theory And Practice ◽  
Palabras Clave ◽  
Resis Tance ◽  
America Latina ◽  
The Many ◽  
Sobre Todo ◽  
Movimientos Sociales

Falar de Educação Popular é tentar entender suas várias atuações e seus vários braços que historicamente atuam na reconstrução e no resgate de saberes que foram historicamente silenciados e marginalizados. É, sobretudo, a partir da América Latina que a Educação Popular toma forma, consolida-se e se firma. Fruto de experiências de luta, sobretudo no bojo dos movimentos sociais, ela carrega em sua base uma conjunção entre teoria e prática que é sua própria construção metodológica. É na perspectiva autopoietica e mambembe em que se ancora, portanto, para tentar explicitar os muitos caminhos e as bifurcações pelas quais até hoje a Educação Popular vem se consolidando como uma outra pedagogia. Na régua que mede quem pode mais e quem pode menos no cenário de uma sociedade desigual, a Educação Popular surge como uma alavanca de insurgência radical em conjunto com pedagogias outras (a libertária é uma delas), que tratam de quebrar paradigmas e enxergar saberes de povos tradicionais e populares como categorias científicas e legítimas de epistemologias, até então estigmatizadas e inferiorizadas. O insurgir-se e o resistir se ancoram nessas perspectivas como uma questão de sobrevivência. Palavras-chave: Educação Popular. Educação libertária. Movimentos sociais. Re-sistência. Insurgência. Popular Education, libertarian education and social movementsas means of insurgency and resistance in our lands AbstractTo speak of Popular Education is to try to understand its various activities and its various arms that historically act in the reconstruction and the rescue of knowledge that has been historically silenced and marginalized. It is, above all, from Latin America that Popular Education takes shape, is consolidated and is signed. As a result of experiences of struggle, especially in the bosom of social movements, it carries at its base a conjunction of theory and practice, which is its own methodological construction. It is in the autopoietic and mambembe perspective that we anchor ourselves, therefore, to try to make explicit the many paths and bifurcations by which the Popular Education has been consolidating itself as another pedagogy. In the rule that measures who can more, who can less in the scenario of an unequal society the Popular Education emerges as a lever of radical insurgency in conjunction with other pedagogies, the Liberation is one of them, that try to break paradigms and to see the knowledge of traditional and popular as scientific and legitimate categories of epistemologies, hitherto stigmatized and inferiorized. Insurgence and resistance are anchored in these perspectives as a matter of survival. Keywords: Popular Education. Libertarian education. Social movements. Resis-tance. Insurgency. Educación Popular, educación libertaria y los movimientossociales como medios de insurgencia y resistencia en nuestrastierras ResumenHablar de Educación Popular es intentar entender sus varias actuaciones y sus varios brazos que históricamente actúan en la reconstrucción y en el rescate de saber que fueron históricamente silenciados y marginados. Es, sobre todo, a partir de América Latina que la Educación Popular toma forma, se consolida y se firma. Fruto de experiencias de lucha, sobre todo en el seno de los movimientos sociales, lleva en su base una conjunción entre teoría y práctica que son su propia construcción metodológica. Es en la perspectiva autopoiética y mambembe que nos anclamos, por lo tanto, para intentar explicitar los muchos caminos y bifurcaciones por las que hasta hoy la Educación Popular se viene consolidando como una pedagogía otra. En la regla que mide quién puede más, quien puede menos en el escenario de una sociedad desigual, la Educación Popular surge como una palanca de insurgencia radical en conjunto con pedagogías otras, la Libertad es una de ellas, que tratan de romper paradigmas y ver saber de pueblos tradicionales y populares como categorías científicas y legítimas de epistemologías, hasta entonces estigmatizadas e inferiorizadas. El insurgir y el resistir se anclan en esas perspectivas como una cuestión de supervivencia. Palabras clave: Educación popular. Educación libertaria. movimientos sociales.Resistencia. Insurgencia.

scholarly journals A EDUCAÇÃO POPULAR E SUAS VIAS MAMBEMBES DE DECOLONIZAÇÃO POPULAR EDUCATION AND ITS MAMBEMBIAN DECOLONIZATION ROUTES

RevistAleph ◽  
2018 ◽  
pp. 215
Author(s):  
Noelia Rodrigues Pereira Rego
Keyword(s):  
Social Movements ◽  
Latin America ◽  
Coping Strategies ◽  
Popular Education ◽  
Cultural Expressions ◽  
America Latina

Tratamos aqui brevemente das bases da Educação Popular, que, forjada na América Latina tem no contexto brasileiro uma grande fonte de resistência primando por uma educação outra, mambembe como aqui categorizamos. É na criatividade e na viração, como estratégias de enfrentamento, portanto, que povos tradicionais e originários, bem como movimentos sociais encontraram seus meios e métodos de continuar reexistindo e mantendo vivas suas tradições e lutas. Pretendemos a partir disso articular a EP com os estudos decoloniais, pois ambas as esferas epistemológicas se inclinam em prol de corpos, falas, manifestações estéticas e expressões culturais silenciadas e desumanizadas e, portanto, interditadas historicamente, mas que procuram se insurgir e denunciar pedagogias hegemônicas e dominantes.We briefly discuss here the bases of Popular Education, which, forged in Latin America, has in the Brazilian context a great source of resistance, priming for another education, mambembe, as we categorize here. It is in creativity and viration as coping strategies, therefore, that traditional and original peoples as well as social movements have found their means and methods to continue reexisting and keeping alive their t raditions and struggles. We intend from this to articulate the EP with the decolonial studies, since both epistemological spheres incline towards bodies, speeches, aesthetic manifestations and cultural expressions silenced and dehumanized and, therefore, historically interdicted, but that seek to insurgent and denounce hegemonic pedagogies and dominant.

scholarly journals Educação popular de base comunitária e pedagogia do comum: memória, trajetória e desafios

2020 ◽  
Vol 10 (3) ◽  
pp. 118
Author(s):  
Jorge Osorio Vargas
Keyword(s):  
Latin America ◽  
Popular Education ◽  
Community Based ◽  
The Caribbean ◽  
America Latina

O artigo é parte de um projeto do autor que, ao lado de educadores e educadoras da América Latina e do Caribe, pretende recuperar a memória da educação popular e seus critérios de análise acerca da trajetória como educadores e educadoras dos núcleos problemáticos do itinerário histórico-pedagógico dos organizadores de educação popular de base comunitária. A partir dessa perspectiva textual-biográfica são retomados, conforme os critérios do autor, os novos signos que ressignificam a educação popular em uma pedagogia do comum.Palavras-chave: Educação popular; Educação comunitária; Pedagogias; Biograficidade. ABSTRACT: This article is part of the author's project that together with educators from Latin America and the Caribbean intend to recover their memory about popular educacion and their analysis criteria about their trajectory as educators, and the problematic knots of the historical-pedagogical itinerary of community-based popular education organizations. According to the author's criteria, from this biographical perspective the new signs re-signify popular education as a pedagogy of the common.Keywords: Popular education; Communitarian education; Pedagogies; Biograficity.

scholarly journals Construção democrática e educação popular: para um esquema interpretativo da América Latina

2020 ◽  
Vol 10 (3) ◽  
pp. 29
Author(s):  
Felipe Ziotti Narita ◽  
Danilo Seithi Kato
Keyword(s):  
Social Movements ◽  
Latin America ◽  
Social Theory ◽  
21St Century ◽  
Popular Education ◽  
State Institutions ◽  
America Latina ◽  
Structural Perspective

O texto propõe uma reflexão sobre as linhas de força que articulam a educação popular na América Latina, com ênfase nas duas primeiras décadas dos anos 2000. Inserindo a educação popular nos quadros da construção democrática junto aos movimentos sociais, posicionamos o problema a partir de uma grade estrutural (articulando instituições estatais, movimentos infra-estatais, sujeitos e esferas de comunicação) correlacionada às forças históricas que condicionam a modernização regional, propondo um esquema interpretativo para as contradições da educação popular à luz das demandas por reconhecimento e redistribuição.Palavras-chave: Educação popular; América Latina; Crise; Mobilização; Teoria social; Democracia. ABSTRACT: This article offers a refection on the structural tendencies that organize popular education in Latin America, with a special emphasis on the first two decades of the 21st century. Our approach articulates popular education into que framework of the democratic construction carried out by social movements according to a structural perspective that emphasizes the role played by state institutions, infra-state movements, subjects and structures of communication. The approach comprises the historical forces that pressure modernizing moves in the region. In this sense, the article counts on an interpretative scheme dedicated to grasp the contradictions of popular education in light of the struggles for recognition and redistribution.Keywords: Popular education; Latin America; Crisis; Mobilization; Social theory; Democracy.

scholarly journals Low prevalence of active trachoma and associated factors among children aged 1–9 years in rural communities of Metema District, Northwest Ethiopia: a community based cross-sectional study

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Kessete Ayelgn ◽  
Tadesse Guadu ◽  
Atalay Getachew
Keyword(s):  
Rural Communities ◽  
Associated Factors ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
Northwest Ethiopia ◽  
Sectional Study ◽  
Community Based ◽  
Cross Sectional ◽  
Active Trachoma ◽  
Study Participants

Abstract Background Trachoma is an infectious disease of the eye caused by Chlamydia trachomatis and transmitted via contact with eye discharge from infected persons and leading to blindness worldwide. Children less than 9 years of age affected more seriously. The disease is common where access to water and sanitation are limited. Objective To determine the prevalence of active trachoma and associated factors among children aged 1–9 years in rural communities of Metema District, West Gondar Zone, Northwest Ethiopia. Method A community based cross-sectional study design was used to collect data from 792 children aged 1–9 years old in Metema district from April to May 2018. Multistage sampling technique was used to select the study participants. Pretested interviewer-administered structured questionnaire and eye examination using binocular loupe to differentiate trachoma cases was the data collection methods and tools. The bivariable and multivariable binary logistic regression model was employed for analysis. P-value < 0.05 was considered to declare statistical significance. Results A total of 752 children aged l-9 years were enrolled in this study with response rate of 94.9%. The overall prevalence of active trachoma among the study participants was 11.8% (95% CI, 9.5–13.9). Unprotected source of water (AOR = 4.7; 95% CI: 2.5–8.9), lower household water consumption (AOR = 2.8; 95% CI: 1.3–6.0), improper latrine utilization (AOR = 3.2; 95% CI: 1.5–6.7), and frequency of face washing once per day (AOR = 5.3; 95% CI: 1.2–26.6) were the factors significantly associated with active trachoma. Conclusion The current study revealed a lower overall prevalence of active trachoma (11.8%) than the WHO threshold prevalence (20%) used to declare it as a severe public health problem. All residents and health professional should collaborate on trachoma prevention by implementing the WHO SAFE strategy- surgery for trichiasis, antibiotics, facial cleanliness and environmental improvement for further trachoma elimination.

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