Participatory Research in Latin America as Political Engagement

2019 ◽  
pp. 133-145
Author(s):  
Emil A. Sobottka
Keyword(s):  
Latin America ◽  
Participatory Research ◽  
Social Groups ◽  
Paulo Freire ◽  
Political Engagement ◽  
Jose Marti ◽  
Jose Vasconcelos ◽  
Local Elites ◽  
The People ◽  
New Interpretation

In a first part the text brings the search of Latin America for its self-interpretation on the base of some selected authors like José Martí, José Vasconcelos, John Mackay and Richard Morse. In this trajectory, the concept people changed its meaning from a holistic to a more differentiated one, that supposes a cleavage between local elites and the socially dominated groups. In a second part the text argues that this new interpretation underlies the emerging of participatory research in Latin America, understood by its pioneers Carlos Rodrigues Brandão, Paulo Freire and Orlando Fals Borda primarily as a combination of research and political engagement in favor of the people defined as a collective of oppressed social groups struggling for its emancipation.

Main Forms of Propagandistic Activities of the Right-Wing Parties (1904–1914)

2020 ◽  
Vol 102 ◽  
pp. 656-676
Author(s):  
Igor V. Omeliyanchuk
Keyword(s):  
20Th Century ◽  
Social Groups ◽  
Right Wing ◽  
Periodical Press ◽  
Political Movement ◽  
The People ◽  
The Social ◽  
The Right ◽  
In The Beginning ◽  
The 19Th Century

The article examines the main forms and methods of agitation and propagandistic activities of monarchic parties in Russia in the beginning of the 20th century. Among them the author singles out such ones as periodical press, publication of books, brochures and flyers, organization of manifestations, religious processions, public prayers and funeral services, sending deputations to the monarch, organization of public lectures and readings for the people, as well as various philanthropic events. Using various forms of propagandistic activities the monarchists aspired to embrace all social groups and classes of the population in order to organize all-class and all-estate political movement in support of the autocracy. While they gained certain success in promoting their ideology, the Rights, nevertheless, lost to their adversaries from the radical opposition camp, as the monarchists constrained by their conservative ideology, could not promise immediate social and political changes to the population, and that fact was excessively used by their opponents. Moreover, the ideological paradigm of the Right camp expressed in the “Orthodoxy, Autocracy, Nationality” formula no longer agreed with the social and economic realities of Russia due to modernization processes that were underway in the country from the middle of the 19th century.

An Inter-American Episode

2017 ◽  
Author(s):  
Jeffrey Lawrence
Keyword(s):  
Latin America ◽  
Latin American ◽  
Pablo Neruda ◽  
Jose Marti ◽  
The South ◽  
American Reader ◽  
The North ◽  
Literary Theories ◽  
The Us

This chapter focuses on a paradigmatic misencounter between an American experiencer and a Latin American reader. Examining an implicit debate about the sources of Walt Whitman’s poetry and vision of the Americas, I argue that Waldo Frank, one of the twentieth century’s main literary ambassadors from the US to Latin America, positioned Whitman as the representative US writer whose antibookish experiential aesthetics could serve as a model for “American” writers both in the North and in the South. I show how Frank’s framework provided a foil for Borges’s idiosyncratic view that Whitman’s poetry about America derived entirely from his readings of European and US writers. Although much of the best scholarship on Whitman’s reception in Latin America has concentrated on poets like José Martí and Pablo Neruda, who adapted Whitman’s naturalism, I contend that Borges’s iconoclastic portrait of Whitman as a reader profoundly influenced a range of anti-experiential literary theories and practices in Latin America.

Africa—Latin America—Europe—Asia—Middle East

1979 ◽  
Vol 19 (211) ◽  
pp. 204-213
Keyword(s):  
Latin America ◽  
Middle East ◽  
Financial Support ◽  
Red Cross ◽  
African Countries ◽  
The People

At the beginning of June, the ICRC made a further appeal to governments and National Red Cross Societies for their material and financial support to continue its humanitarian activities for the victims of the conflicts in Africa. It requested, for the period from 1 July to 31 December,the sum of 35.8 million Swiss francs, equivalent to about 5 million Swiss francs per month. The ICRC warned prospective donors that, if no help was swiftly forthcoming, it would be compelled to reduce the activities of its delegations in various African countries, and that the consequences would mean considerable hardship for the people in need of ICRC aid.

scholarly journals Educação e processos emancipatórios na América Latina: reflexões a partir de José Martí

2010 ◽  
Vol 11 (2) ◽  
pp. 413-430
Author(s):  
Danilo Romeu Streck ◽  
Telmo Adams ◽  
Cheron Zanini Moretti
Keyword(s):  
Jose Marti ◽  
Jose Vasconcelos ◽  
America Latina

O artigo discute a situação de colonialidade e o papel da educação nos movimentos emancipatórios na América Latina. Entende-se que o pensamento de José Martí ocupa um lugar paradigmático para compreender os multifacetados processos de emancipação. Nesse estudo suas idéias serão postas em diálogo com outros pensadores latino-americanos, tais como Simón Rodríguez, Domingos Faustino Sarmiento, Franz Tamayo, Elizardo Pérez, José Vasconcelos e José Carlos Mariátegui. Todos os autores referenciados apontam para o sentido incompleto destes processos em nossa América. Argumenta-se pela importância da recuperação das fontes do pensamento emancipatório laino-americano para reencontrar uma memória comum e para construir um destino compartilhado.

scholarly journals Stigmatization towards persons with mental and intellectual difficulties

Temida ◽  
2013 ◽  
Vol 16 (2) ◽  
pp. 43-56
Author(s):  
Mia Popic ◽  
Snezana Anticevic
Keyword(s):  
Social Withdrawal ◽  
Social Groups ◽  
Careful Analysis ◽  
Self Esteem ◽  
Social Marginalization ◽  
The People ◽  
Wide Range ◽  
Human Tendency ◽  
Seeking Help

Persons with mental and intellectual difficulties are the most stigmatized social groups of all. Consequences of stigma towards these people present themselves in a wide range including social withdrawal; feelings of loneliness; low self-esteem; failure to take care of oneself; avoidance of seeking help; low enrolment in any kind of treatment; financial poverty and total social marginalization. Although most of the attempts to overcome stigmatization towards this population have shown a very pessimistic perspective, it is important to overcome our own helplessness in treating this issue and continue with the efforts to combat stigma. The only way to succeed is through continuous and careful analysis of the factors that contribute to a human tendency to stigmatize that could then be utilized as the ground base in development of mechanisms to battle this issue. This paper summarizes ways that the stigmatization of persons with mental and intellectual difficulties is manifested as well as the negative influences it has on the people who are stigmatized. Factors that contribute to the stigmatization of persons are carefully considered, as well as possible mechanisms that could be utilized as part of efforts to combat stigma.

scholarly journals Contribuições de Paulo Freire na Educação do Campo: formação de professores/as e o ensino de Ciências

2021 ◽  
Vol 16 ◽  
pp. 1-17
Author(s):  
Adalberto Penha de Paula ◽  
Roberto Gonçalves Barbosa
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Public Universities ◽  
Theoretical Study ◽  
Paulo Freire ◽  
Natural Sciences ◽  
The People ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

This work presents a reflection on the theoretical and methodological thinking of the Brazilian educator Paulo Freire in the field of the Countryside Education and his contributions to the process of training teachers of Natural Sciences. With this objective, the Pre-service teacher education courses of the Countryside Education at the Federal University of Paraná - Coastal Sector was taken as a reference, from which the historical, philosophical, social and practical principles and influences that led to the implantation of courses of this nature at national public universities are presented. Methodologically, it is a theoretical study, but it also has empirical evidence of educational practices already carried out. Among the final reflections, the importance of Freire’s pedagogy stands out as a counter-hegemonic and guiding pedagogy for the education of the people from the rural areas, waters and forests. Keywords: Freirean thinking. Training of countryside teachers.

scholarly journals FROM RELIGIOUS DIVISION TO SOCIAL DIVISION: TO THE QUESTION OF THE EVOLUTION OF THE VIEWS OF A.P. SHCHAPOV

2021 ◽  
pp. 107-117
Author(s):  
Наталья Олеговна Архангельская ◽  
Яна Васильевна Бондарева
Keyword(s):  
Social Groups ◽  
Religious Movements ◽  
Traditional Concept ◽  
Social Division ◽  
The Past ◽  
The People ◽  
The One

В статье рассматривается эволюция взглядов А.П. Щапова на раскол. Первоначально он придерживался традиционной концепции, считавшей раскол порождением невежества народа и его приверженности старине. Через несколько лет Щапов уже утверждал, что раскол - это выражение недовольства народа усилением феодальной зависимости, проявившееся в религиозной форме. Причем среди направлений раскола он уделяет внимание тому, которое предполагало общий труд. Таким образом, его позиция совпала с позицией революционных демократов и некоторых русских историков, рассматривавших религиозные движения (преимущественно европейские) как форму выражения интересов определенных социальных групп. The article considers the evolution of A. P. Shchapov's views on the religious split. Initially, he adhered to the traditional concept, which considered the split to be a product of the ignorance of the people and their adherence to the past. A few years later, Shchapov already argued that the split was an expression of the people's discontent with the strengthening of feudal dependence, manifested in a religious form. Moreover, among the directions of the split, he pays attention to the one that suggested common labor. Thus, his position coincided with the position of the revolutionary democrats and some Russian historians who considered religious movements (mainly European) as a form of expressing the interests of certain social groups.

scholarly journals Tempo Comunidade como estratégia da interculturalidade epistemológica – a experiência do curso de Licenciatura Intercultural indígena da UFPE/CAA

2019 ◽  
Vol 5 (9) ◽  
pp. 96
Author(s):  
Eliene Amorim de ALMEIDA ◽  
Flávio Lyra de ANDRADE
Keyword(s):  
Latin America ◽  
Training Program ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Participatory Research ◽  
Sono State ◽  
Popular Education ◽  
Research Community ◽  
Academic Knowledge ◽  
America Latina

RESUMOEste artigo é fruto da nossa experiência como docentes do Tempo Comunidade (TC) do Programa de Formação de Professores Indígenas realizado pela Universidade Federal de Pernambuco – Campus do Agreste (UFPE/CAA) – Curso de Licenciatura Intercultural Indígena. No texto apresentamos as inquietações e reflexões sobre como garantir que as comunidades e os indígenas fossem assumidos, nesse curso, como espaços e sujeitos epistêmicos e como os conhecimentos indígenas poderiam ser objetos de diálogo com os saberes acadêmicos atribuindo à interculturalidade crítica (WALSH, 2009; TUBINO, 2005, 2012) o sentido de interepistemologias (MIGNOLO, 2003, 2008, 2010). Para elaborar a proposta do TC, baseamo-nos nas concepções de educação popular e da pesquisa participante, na forma como elas se configuraram na América Latina (BRANDÃO; STRECK, 2006; STRECK; ESTEBAN, 2013), e embasados no Pensamento Decolonial (WASLH, 2009; MIGNOLO, 2003, GROUSFOGUEL, 2010). Licenciatura Intercultural Indígena. Educação Popular. Pesquisa Participante. Tempo Comunidade.Interepistemologia.ABSTRACT This article is the result of our experience as Community Time (CT) teachers of the Indigenous Teacher Training Program conducted by the Federal University of Pernambuco-Agreste Campus (UFPE/CAA) - Indigenous Intercultural Degree Course. In the text we present the concerns and reflections on how to ensure that communities and indigenous people were assumed in this course as spaces and epistemic subjects and how indigenous knowledge could be objects of dialogue with academic knowledge attributing critical interculturality (WALSH, 2009;TUBINO, 2005, 2012) in the meaning of interepistemologies (MIGNOLO, 2003, 2008, 2010). To elaborate the proposal of CT we werebased on the conceptions of popular education and the participatory research as they were configured in Latin America (BRANDÃO; STRECK, 2006; STRECK; ESTEBAN, 2013), and based on the Decolonial Thought (WASLH, 2009; MIGNOLO, 2003, GROUSFOGUEL, 2010). Indigenous Intercultural Degree.Popular Education.Participating Research. Community Time. Interepistemology. Tempo in comunittá come strategia di interculturalità epistemologica - l'esperienza del corso di laurea interculturale indigena UFPE/ CAA RIASSUNTO Questo articolo è il risultato della nostra esperienza come insegnanti di Community Time (TC) del Programma di formazione per insegnanti indigeni condotto dall'Università Federale del Campus di Pernambuco-Agreste (UFPE/ CAA BRASILE) - Corso di laurea interculturale indigeno. Nel testo presentiamo le preoccupazioni e le riflessioni su come garantire che le comunità e gli indigeni siano stati assunti in questo corso, come spazi e soggetti epistemici e come la conoscenza indigena possa essere oggetto di dialogo con conoscenze accademiche che attribuiscono interculturalità critica (WALSH, 2009; TUBINO, 2005, 2012) il significato delle interepistemologie (MIGNOLO, 2003, 2008, 2010). Per elaborare la proposta ci siamo basati sulle concezioni dell'educazione popolare e della ricerca partecipativa così come sono state configurate in America Latina (BRANDÃO; STRECK, 2006; STRECK; ESTEBAN, 2013) e basate sul Decolonial Thinking (WASLH, 2009; MIGNOLO, 2003, GROUSFOGUEL, 2010). Laurea Indigena Interculturale. Educazione Popolare. Ricerca Partecipante. Tempo dela Comunità. Interepistemologia. Tempo Comunidade como estrategia de interculturalidad epistemológica: la experiencia del curso de Grado Intercultural Indígena UFPE / CAA RESUMEN Este artículo es el resultado de nuestra experiencia como maestros de Community Time (TC) del Programa de Formación de Maestros Indígenas realizado por la Universidad Federal de Pernambuco - Campus Agreste (UFPE / CAA) - Curso de Grado Intercultural Indígena. En el texto presentamos las preocupaciones y reflexiones sobre cómo garantizar que las comunidades y los pueblos indígenas se asuman en este curso como espacios y temas epistémicos y cómo el conocimiento indígena podría ser objeto de diálogo con el conocimiento académico que se atribuye a la interculturalidad crítica (WALSH, 2009; TUBINO, 2005, 2012) el significado de las interepistemologías (MIGNOLO,2003, 2008, 2010). Para elaborar la propuesta de la CT, nos basamos en las concepciones de la educación popular y la investigación participativa, tal como se configuraron en América Latina (BRANDÃO; STRECK, 2006; STRECK; ESTEBAN, 2013), y en base al Pensamiento descolonial (WASLH, 2009; MIGNOLO, 2003, GROUSFOGUEL, 2010). Grado Intercultural Indígena. Educación popular. Investigación participante. Comunidad del tiempo. Interepistemología.

The People and Politics of Latin America.

1939 ◽  
Vol 19 (3) ◽  
pp. 338
Author(s):  
Lawrence F. Hill ◽  
Mary Wilhelmine Williams
Keyword(s):  
Latin America ◽  
The People
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