Popular Education as a collective practice of insurgency and emancipation

Abstract

This article investigates the original meanings of the term popular education in Latin America, whose polysemy acquired along the historical process imposes inaccuracies and obstacles to the educational debate. The guiding thread of the article is an interview with Carlos Rodrigues Brandão, for whom popular education is the work and militancy of a “thinking community”, which aims at a revolutionary process, whose liberation is the first matter of an education that is not characterized only by addressing the popular class. The origin of this tradition in the context of the 1960s, first in the effervescence of Latin American popular movements and revolutions, and then organized as resistance and fight against dictatorships, places this popular education as an insurgent practice, of organization and confrontation against the State. The text is one of the results of a research carried out through historiographic and bibliographic study, as well as interviews and conversations conducted with popular educators.

Resist and advance in public education: contributions of historical-critical pedagogy

“…Inclusive, pela relevância que tem demonstrado ao longo dos anos, bem como pela condição de crise na educação brasileira, acreditase que, assim como a Informática Educacional e outras disciplinas que foram surgindo em detrimento da necessidade societária, a exemplo, a PHC deveria estar incorporada como componente curricular obrigatório em todas as licenciaturas e cursos de formação direcionados à educação. Há estudos que legitimam essa inserção no sentido de promover uma educação Resistir e avançar na educação pública: contribuições da pedagogia histórico-crítica direcionada aos interesses sociais e populares 8 , resistindo às bases ideológicas do capital (Schlindwein & Catini, 2021). Daí uma questão a ser defendida junto aos formuladores da política educacional no Brasil.…”