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The projects analyzed in this article were done in 2010 and 2011, along with the participation of young learners from YAE (Youth and Adults Education) whose age is between 15 and 29 years old, as an activity of the subject coursed by their teachers during the accomplishment of the Post-Graduate Specialization in Teaching Sensu Lato of YAE in Basic Education: Youth Attending the YAE, for two semesters. It was observed the success of the Action Projects with regard to various aspects evaluated during its planning and execution, as follows: promoting learning beyond the classroom; the perception of the importance to perform group activities, building study groups and applying what was learnt in workshops, both in the construction, production and use of technological resources as in the solidary economy; promoting the appropriation of cultural property, offered by counties and state, by young learners with consequent awareness that this access is a right for all; and, in special, fostering to the interest of the learners for the school activities in order to make them feel co-responsible for their learning. As the result it is seen no temporary school dropouts and a 37% reduction in the number of sporadic absences by students of the Specialization Course. A reflection on the educational activities addressed in this article is the result of a compilation of nine projects developed in a course focusing on youths present in the YAE. This effort is subjected to a liberating theoretical and methodological approach, according to the searched principles, especially at Paulo Freire, which gives it academic rigor and quality. It was observed, in the daily practice the dialogue between the projects reported in interface with a theoretical foundation able to explain the theoretical- epistemic advances to the field of Education for Youths and Adults.
The projects analyzed in this article were done in 2010 and 2011, along with the participation of young learners from YAE (Youth and Adults Education) whose age is between 15 and 29 years old, as an activity of the subject coursed by their teachers during the accomplishment of the Post-Graduate Specialization in Teaching Sensu Lato of YAE in Basic Education: Youth Attending the YAE, for two semesters. It was observed the success of the Action Projects with regard to various aspects evaluated during its planning and execution, as follows: promoting learning beyond the classroom; the perception of the importance to perform group activities, building study groups and applying what was learnt in workshops, both in the construction, production and use of technological resources as in the solidary economy; promoting the appropriation of cultural property, offered by counties and state, by young learners with consequent awareness that this access is a right for all; and, in special, fostering to the interest of the learners for the school activities in order to make them feel co-responsible for their learning. As the result it is seen no temporary school dropouts and a 37% reduction in the number of sporadic absences by students of the Specialization Course. A reflection on the educational activities addressed in this article is the result of a compilation of nine projects developed in a course focusing on youths present in the YAE. This effort is subjected to a liberating theoretical and methodological approach, according to the searched principles, especially at Paulo Freire, which gives it academic rigor and quality. It was observed, in the daily practice the dialogue between the projects reported in interface with a theoretical foundation able to explain the theoretical- epistemic advances to the field of Education for Youths and Adults.
A educação ambiental crítica e emancipatória exige que os conhecimentos sejam apropriados, construídos, de forma dinâmica, coletiva, cooperativa, contínua, interdisciplinar, democrática e participativa, voltados para a construção de sociedades sustentáveis. Este artigo trata dos temas ambientais como temas geradores para a educação ambiental, inspirados na pedagogia Paulo Freire, para quem educar é um ato de conhecimento da realidade concreta, das situações vividas, um processo de aproximação crítica da própria realidade: compreender, refletir, criticar e agir são as ações pedagógicas pretendidas. Os temas geradores são, portanto, estratégias metodológicas de um processo de conscientização da realidade opressora vivida nas sociedades desiguais; são o ponto de partida para o processo de construção da descoberta, e, por emergir do saber popular, os temas geradores são extraídos da prática de vida dos educandos, substituindo os conteúdos tradicionais e buscados através da pesquisa do universo dos educandos. O caráter político da pedagogia freireana faz-se presente, de forma radical, nos temas geradores, isto é, temas geradores só são geradores de ação-reflexão-ação se forem carregados de conteúdos sociais e políticos com significado concreto para a vida dos educandos. Assim, as propostas educativas ambientais conscientizadoras podem tomar os temas ambientais locais como temas geradores desta ação conscientizadora, desde que estes temas contenham conteúdos socioambientais significativos para os educandos e sejam definidos coletiva e participativamente.
Este artículo, que tiene como marco referencial la extensión de oportunidades educativas a niños, a jóvenes e incluso a adultos de todos los sectores sociales en América Latina que marcó el siglo xx, muestra cómo el ideario de la Ilustración benefició la ampliación de los servicios educativos en pre-escolar, primaria, secundaria y universidad, generando una expansión educativa de envergadura. Unidad en la diversidad de experiencias educativas en la región puede ser la divisa de esta conversación sobre grandezas y miserias en la educación latinoamericana en el siglo pasado. Haciendo un balance de su expansión y crisis, se sintetizan aquí algunas de las grandes propuestas neoliberales en la educación, especialmente la agenda de la privatización que contraviene profundamente los principios de extensión de oportunidades educativas, calidad de la educación, igualdad y acceso predicados por los gobiernos liberales de la región. Con razón el sociólogo y educador argentino Daniel Filmus, quien fuera ministro de Educación, en los comentarios finales de su artículo titulado «Liberales eran los de antes» (Filmus, 1996), ofrece algunas perspectivas críticas sobre las opciones utópicas de la educación a partir de la constatación de que hay una serie de hechos interrelacionados: a) una crisis endémica de los sistemas que se refleja en una dislocación real y simbólica entre los discursos de los maestros y los alumnos; b) una dislocación entre los discursos de las nuevas generaciones y los adultos, y c) una fuerte crisis de legitimidad de los sistemas educativos en términos de su efectividad. Se concluye que la lucha por la educación no es una mera actividad tecnocrática, implementada en los escritorios burocráticos o negociada en los salones escolares, claustros ministeriales y traspatios sindicales. Tampoco es, simplemente, una lucha por mejorar las oportunidades educativas de los individuos, sino que la lucha por la educación es una cuestión de Estado y una lucha por la defensa del pacto democrático.
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