José Martí e a educação popular: um retorno às fontes

Abstract

This article presents José Martí as a historical source of popular education in Latin America. It starts from the assumption that there can be no true re-foundation without the return to those founding moments, ideas or principles of popular education. After giving a brief account of Martí's work and thought, we characterize the concept of popular education as education of the people, in the sense of a universal education. On a different level, we seek to identify in Martí's work elements of popular education as a political-pedagogical movement that takes shape especially since the latter half of the 20th century. The premise here is that at some given point people's education and popular education cease to be equivalent terms, and that in José Martí we find elements to think about these two terms dialectically, in a movement of re-creation of a practice that, albeit cleaved by historical contingencies, is whole. Four pillars of popular education are identified in his work: valuing the plurality of knowledges; the interpersonal relationship as the milieu for teaching-learning, and basis of social transformation; the knowledge of reality from an emancipative perspective as a political act; and education as selfformative process of society.

Entre la Educación de Adultos, la Educación Popular y la EJA

“…Movimentos de educação popular vão surgir por todo o Brasil, com destaque para Movimento de Cultura Popular (MCP), no Recife, que contou com a atuação de Paulo Freire como um de seus protagonistas. Surgirão também movimento ligados à igreja Católica, como o Movimento | 8 de Educação de Base (MEB), ligados à militância estudantil da União Nacional dos Estudantes (UNE) com os Centros de Cultura Popular, dentre outros (Streck et al, 2014). Tratava-se de experiências educativas marcadas pela sua condição de educar os pobres e excluídos da sociedade, por meio de uma formação que abarcava não apenas a alfabetização, mas a conscientização dos sujeitos, seu entendimento da realidade social e do lugar que ocupavam.…”

“…O senso comum, via de regra, nos diz do popular, do povo, como algo menor (Streck et al, 2014). Isso nos dá pistas de quais valores, modos e símbolos são privilegiados em nossa sociedade.…”

“…Essas experiências, em específico, são reconhecidas como tendo sido o que se pode considerar a emergência do que entendemos por Educação Popular (Freire;Nogueira, 2002;Streck et al, 2014). Diante disso, vê-se a emergência de uma conjuntura política que mobiliza a população para o debate de questões tidas como populares, como: religiosidade, teatro popular, educação popular, medicina popular (Peixoto Filho, 2003, p. 17).…”

Emotions in the history of Latin American popular education: constructions for a thinking-feeling pedagogy

“…6. The book Martı´& a educação (Streck, 2008b) brings a reflection on other elements, such as rebelliousness, freedom and love. 7.…”

The Influence Of Nursing In The Development Of Popular Education In Health

“…This has been evident since colonization and persists through a society in which there is still a certain exploitation and inequality towards the poor, women, children and the elderly, especially when it comes to subjects belonging to a less favored class. However, currently Popular Education in Health presents itself as having an interrelationship between social and theoretical/methodological participation, in order to transform the traditional practices of Health Education, thus helping to overcome the realities encountered and resulting in a better quality of life for all [1].…”