Capital has an Internationale and it is going fascist: time for an international of the global popular classes

2021 ◽  
pp. 119-125
Author(s):  
William I. Robinson
Keyword(s):  
Popular Classes

Designing Popular Classes on Viewboard Public Assessment of Lectures Based on YII Framework

2019 ◽  
Vol 1 (2) ◽  
pp. 144-156
Author(s):  
Indri Handayani ◽  
Erick Febriyanto ◽  
Andrew Jethro
Keyword(s):  
Flow System ◽  
Design Method ◽  
Assessment System ◽  
Student Identity ◽  
Analysis Method ◽  
The Public ◽  
Registration Number ◽  
System Requirements ◽  
Popular Classes ◽  
Observation Method

The lecture support system in Higher Education has information about student identity in each system, such as profile photos, names, NIM (Student Registration Number) and according to system requirements. An assessment on the public viewboard is an Online Assessment System aimed at improving services at Raharja University. However, in the multiplication flow system still has 3 disadvantages, namely, students do not yet have the facility to see the allocation value between friends in one class in one course to be able to improve the results of lecture grades with classmates and also between classes. In class design Popular writers also do five methods, namely the method of analysis, method of literature review, observation method, design method, and then implemented. With the existence of this study, there are 3 Benefits, namely, students can see the value determined by classmates, can improve the value, and lecturers can ensure the value given must be recognized by students.    

scholarly journals Counter-talk as symbolic boundary drawing: Challenging legitimate cultural practices in individual and focus group interviews in the lower regions of social space

2021 ◽  
pp. 003802612110144
Author(s):  
Riie Heikkilä ◽  
Anu Katainen
Keyword(s):  
Focus Group ◽  
Power Relations ◽  
Social Space ◽  
Cultural Practices ◽  
Qualitative Interviews ◽  
Focus Group Interviews ◽  
Moral Boundaries ◽  
Popular Classes ◽  
Group Interviews ◽  
Symbolic Boundary

In qualitative interviews, challenges such as deviations from the topic, interruptions, silences or counter-questions are inevitable. It is debatable whether the researcher should try to alleviate them or consider them as important indicators of power relations. In this methodological article, we adopt the latter view and examine the episodes of counter-talk that emerge in qualitative interviews on cultural practices among underprivileged popular classes by drawing on 49 individual and focus group interviews conducted in the highly egalitarian context of Finland. Our main aim is to demonstrate how counter-talk emerging in interview situations could be fruitfully analysed as moral boundary drawing. We identify three types of counter-talk: resisting the situation, resisting the topic, and resisting the interviewer. While the first type unites many of the typical challenges inherent to qualitative interviewing in general (silences, deviations from the topic and so forth), the second one shows that explicit taste distinctions are an important feature of counter-talk, yet the interviewees mostly discuss them as something belonging to the personal sphere. Finally, the third type reveals how the strongest counter-talk and clearest moral boundary stemmed from the interviewees’ attitudes towards the interviewer herself. We argue that counter-talk in general should be given more importance as a key element of the qualitative interview. We demonstrate that all three types of counter-talk are crucial to properly understanding the power relations and moral boundaries present in qualitative interviews and that cultural practices are a particularly good topic to tease them out.

scholarly journals Beatriz Palacios: Ukamau’s Cornerstone (1974–2003)

2021 ◽  
Vol 48 (2) ◽  
pp. 77-92
Author(s):  
Isabel Seguí
Keyword(s):  
Latin American ◽  
American Cinema ◽  
Political Cinema ◽  
Latin American Cinema ◽  
Popular Classes ◽  
Authorial Persona ◽  
Correct Understanding ◽  
The Impact ◽  
The Voice ◽  
Cine Latinoamericano

Beatriz Palacios’s instrumental role in the Ukamau group has been largely ignored by film historiography and criticism. The authorial persona of her comrade and husband, Jorge Sanjinés, has eclipsed Palacios’s work and ideas. Her erasure is due to the perspectives chosen to analyze Ukamau (male-centered auteurist and formalist approaches) and to the almost exclusive use of the voice of Sanjinés (interviews, essays, and films interpreted in an authorial key) to construct the group’s history. Ignoring the contribution and importance of Palacios’s work and not accounting for her share in the authorship of the films made during the years they lived and worked together impedes a correct understanding of the complexity of the production context and the amplitude of the contribution of Ukamau to Latin American cinema. While her work as a producer is increasingly recognized, delving into her roles as a disseminator of political cinema in alternative circuits, evaluator of the impact of the movies on the popular classes, and documentary director completes the portrait of her all-encompassing life and career. En gran medida, el papel instrumental de Beatriz Palacios en el grupo Ukamau ha sido ignorado por la historiografía y la crítica cinematográficas. La persona autoral de su camarada y esposo, Jorge Sanjinés, ha eclipsado la obra e ideas de Palacios. Dicha eliminación se debe a las perspectivas elegidas para analizar Ukamau (enfoques y formalistas) y al uso casi exclusivo de la voz de Sanjinés (entrevistas, ensayos y películas interpretadas en clave autoral) para construir la historia del grupo. Ignorar la contribución e importancia del trabajo de Palacios, así como su participación en la autoría de las películas realizadas durante los años que vivieron y trabajaron juntos, impide una correcta contribución de Ukamau al cine latinoamericano. Mientras que su trabajo como productora es cada vez más reconocido, ahondar en su labor como divulgadora de cine político en circuitos alternativos, evaluadora del impacto de las películas en las clases populares y directora de documentales, completa debidamente retrato de su vida y carrera.

The Universidad Popular Mexicana

1973 ◽  
Vol 30 (1) ◽  
pp. 110-122
Author(s):  
John S. Innes
Keyword(s):  
Mexican Revolution ◽  
Practical Knowledge ◽  
Capital City ◽  
The Political ◽  
Old Regime ◽  
Intellectual Elite ◽  
Successful Communication ◽  
Popular Classes

During the early, most chaotic years of the Mexican Revolution, there flourished in the capital city a briefly successful communication between the young intellectual elite and the workers. In the Universidad Popular Mexicana from 1913 through 1922, intellectual leaders of the Generation of 1910 sought eagerly to instill in the popular classes not only immediately practical knowledge but also the signal intellectual awakening they themselves had recently experienced. Their revolution against positivism was not precisely identical with the political revolution beginning in 1910, but insofar as the official positivist doctrine was discredited, so was the old regime itself fatally undermined.

The Catholic Church's Role in the Disintegration of the Spanish Colonial Empire. The Case of the Viceroyalty of New Granada

2007 ◽  
Vol 20 (1) ◽  
pp. 10-36 ◽  
Author(s):  
Ana Maria Bidegain
Keyword(s):  
Spanish Colonial ◽  
New Granada ◽  
Cultural Transformations ◽  
Starting Point ◽  
Colonial Empire ◽  
New Ideas ◽  
Popular Classes ◽  
Nueva Granada ◽  
Role Of Religion ◽  
The Military

AbstractThis article analyzes aspects of the complex process that led to independence in the Viceroyalty of Nueva Granada. It focuses on the role of religion and of social actors that have not been sufficiently taken into account in traditional historiography. The latter has paid much attention to political and economic aspects, but has disregarded other important changes that propelled the independence process, profound socio-cultural transformations and events that indicate the complexity of the process. First of all, this was not just a revolution from above and the historical periodization has to be reworked as a result of the Borbonic Reforms, with their leaning toward enlightenment. We must not consider the military uprisings as the starting point of the emancipation from the Spanish crown. Even though the colonial societies did not follow the same path as the European bourgeois revolutions with their proposed liberal perspectives, important changes did indeed happen, in which all social groups were implicated. From both the religious and particularly the women's historical perspective we can see the important transformations that took place. Examples are provided of how women of the popular classes triggered the process. Likewise, women amongst the educated elite, large sectors of the Creole clergy and some educational institutions were important agents of the ideological changes, by propagating new ideas. All these, in turn, paved the way for the further diversification of the ideological and religious landscape of Latin America during the independence period.

scholarly journals Educação popular e emancipação: a "Pedagogia do oprimido" como projeto contra-hegemônico das classes subalternas / Popular education and emancipation...

2020 ◽  
Vol 10 (1) ◽  
pp. 94
Author(s):  
José Henrique Singolano Néspoli
Keyword(s):  
Philosophy Of Education ◽  
Popular Education ◽  
Paulo Freire ◽  
Point Of View ◽  
Individual Work ◽  
Pedagogy Of The Oppressed ◽  
Popular Classes ◽  
The 1960S ◽  
The Relationship

O artigo pretende examinar as relações entre educação popular e emancipação presentes na Pedagogia do Oprimido desenvolvida por Paulo Freire. Segundo este autor, as práticas de educação popular se definem fundamentalmente pelas relações que elas estabelecem com as lutas emancipatórias empreendidas pelos oprimidos. Deste ponto de vista, o texto procura analisar o processo de constituição e emergência histórica do método Paulo Freire no cenário político e educacional brasileiro dos anos 1960 tendo por objetivo examinar as relações que a Pedagogia do Oprimido estabeleceu com as lutas dos trabalhadores e das camadas populares pela emancipação das classes subalternas naquele contexto. Com base nesta perspectiva, o texto aborda a Pedagogia do Oprimido não como uma obra individual de um autor específico, mas como expressão orgânica das classes subalternas e de seu projeto contra hegemônico de transformação da sociedade.Palavras-chave: História e filosofia da educação, educação e política, Paulo Freire, emancipação das classes subalternas. Abstract: The article aims to examine the relationship between popular education and emancipation present in the Pedagogy of the Oppressed developed by Paulo Freire. According to this author, the practices of popular education are fundamentally defined by the relations they establish with the emancipatory struggles undertaken by the oppressed. From this point of view, the text seeks to analyze the process of constitution and historical emergence of the Paulo Freire method in the Brazilian political and educational scenario of the 1960s with the objective of examining the relations that the Pedagogy of the Oppressed established with the struggles of workers and the popular classes for the emancipation of the subaltern classes in that context. From this perspective, the text approaches the Pedagogy of the Oppressed not as an individual work of a specific author, but as an organic expression of the subaltern classes and their counter-hegemonic project of transformation of society.Keywords: History and philosophy of education, education and politics, Paulo Freire, emancipation of subaltern classes.

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.

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