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Despite being dismissed as low brow, nonsensical and a cheap form of entertainment, the present cultural phenomenon of reality television reveals a shared space where people are exposing more personalized, emotional aspects of themselves than typically seen in other genres of television programming or areas of contemporary public life. This recent trend of reality TV is both heightening and challenging many of the long-standing ethical debates over the boundaries between public and private, individual and collective as well as rational and emotional experience and needs to be considered within a pedagogical context. This study will explore reality television's position as a means of popular education, while attending to a broader social context of changing media and corresponding cultural shifts. A McLuhanesque study, this thesis will investigate what socio-cultural changes are occurring in our media environment as a result of our experiences within new media technologies.

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A presente pesquisa dedicou-se à análise da experiência do Piá, projeto de extensão universitária, vinculado à Faculdade de Educação da Universidade de São Paulo, que no período de 1997 a 2010 realizou atividades educativas com crianças das classes populares do bairro da Barra Funda. A partir da questão fundamental: Quais os elementos políticos e pedagógicos poderiam caracterizar uma educação popular infantil? O objetivo da pesquisa foi realizar o estudo do histórico e concepções de educação popular e de infância e relacioná-las ás concepções de educação e práticas pedagógicas desenvolvidas pelo Projeto Piá. As considerações apresentadas foram baseadas no levantamento bibliográfico, análise documental e realização de entrevistas semiestruturadas com educadoras e crianças que frequentaram o Projeto Piá. A análise dos materiais permitiu classificar os elementos nas categorias de concepção de educação, quais sejam: a) relação entre projeto de educação e projeto de sociedade; b) relação dialética entre o particular e o universal; c) relação entre teoria e prática e o papel das contradições; d) trabalho coletivo. E ainda nas categorias da prática pedagógica: a) trabalho como princípio educativo; b) cultura e formação omnilateral; c) tempos educativos; d) organização do espaço; e) gestão. O que ficou evidente com a conclusão dos estudos é que ainda que localizada, a experiência do Piá pode ser considerada relevante para pensar a construção de concepções e práticas pedagógicas transformadoras na educação da infância das classes populares. / This research was devoted to the analysis of the experience of Pia, university extension project, linked to the Faculty of Education, University of São Paulo, in the period from 1997 to 2010 that conducted educational activities with children of the working classes of the Barra Funda district. From the fundamental question: What are the political and pedagogical elements that could characterize a popular children\'s education? The objective of the research was to conduct the study of historical and conceptions of popular education and childhood and relate them ace conceptions of education and pedagogical practices developed by Project Pia. The considerations presented were based on literature review, document analysis and semi-structured interviews with teachers and children who attended the Project Pia. The material analysis allowed us to classify the elements in the categories of design education, namely: a) the relationship between education project and society project, b) dialectical relationship between the particular and the universal, c) relationship between theory and practice and the role of contradictions, d) collective work. And in the categories of teaching practice: a) work as an educational principle, b) culture and omnilateral formation, c) educational times, d) organization of space, and e) management. What became apparent with the completion of the study is that although localized, the experience of Pia can be considered relevant to consider the construction of concepts and transformative pedagogical practices in early childhood education of the working classes.

Liberation and critical theories of education believe in the political nature of all types of education. 'The school' in the third world is 'oppressive' because it creates and perpetuates 'western-style' class hierarchies. As such, nothing good will be secured at the marginalized groups without a drastic shift in their socioeconomic and political condition. Consciousness-raising non-formal adult education is 'liberation education' aimed specifically for the disenfranchised rural poor. It helps them develop skills to discover the oppressive elements in their lives, become aware of the causes of their destitution, and empower them to take action to transform their realities. Previous studies have demonstrated such programs have been successful in emancipating the poor; this evaluative study of liberation education in southern Ethiopia has also proven to help the target population develop a critical consciousness regarding their impoverished and oppressed conditions and help empower them to work towards changing their lives.

A presente pesquisa dedicou-se à análise da experiência do Piá, projeto de extensão universitária, vinculado à Faculdade de Educação da Universidade de São Paulo, que no período de 1997 a 2010 realizou atividades educativas com crianças das classes populares do bairro da Barra Funda. A partir da questão fundamental: Quais os elementos políticos e pedagógicos poderiam caracterizar uma educação popular infantil? O objetivo da pesquisa foi realizar o estudo do histórico e concepções de educação popular e de infância e relacioná-las ás concepções de educação e práticas pedagógicas desenvolvidas pelo Projeto Piá. As considerações apresentadas foram baseadas no levantamento bibliográfico, análise documental e realização de entrevistas semiestruturadas com educadoras e crianças que frequentaram o Projeto Piá. A análise dos materiais permitiu classificar os elementos nas categorias de concepção de educação, quais sejam: a) relação entre projeto de educação e projeto de sociedade; b) relação dialética entre o particular e o universal; c) relação entre teoria e prática e o papel das contradições; d) trabalho coletivo. E ainda nas categorias da prática pedagógica: a) trabalho como princípio educativo; b) cultura e formação omnilateral; c) tempos educativos; d) organização do espaço; e) gestão. O que ficou evidente com a conclusão dos estudos é que ainda que localizada, a experiência do Piá pode ser considerada relevante para pensar a construção de concepções e práticas pedagógicas transformadoras na educação da infância das classes populares. / This research was devoted to the analysis of the experience of Pia, university extension project, linked to the Faculty of Education, University of São Paulo, in the period from 1997 to 2010 that conducted educational activities with children of the working classes of the Barra Funda district. From the fundamental question: What are the political and pedagogical elements that could characterize a popular children\'s education? The objective of the research was to conduct the study of historical and conceptions of popular education and childhood and relate them ace conceptions of education and pedagogical practices developed by Project Pia. The considerations presented were based on literature review, document analysis and semi-structured interviews with teachers and children who attended the Project Pia. The material analysis allowed us to classify the elements in the categories of design education, namely: a) the relationship between education project and society project, b) dialectical relationship between the particular and the universal, c) relationship between theory and practice and the role of contradictions, d) collective work. And in the categories of teaching practice: a) work as an educational principle, b) culture and omnilateral formation, c) educational times, d) organization of space, and e) management. What became apparent with the completion of the study is that although localized, the experience of Pia can be considered relevant to consider the construction of concepts and transformative pedagogical practices in early childhood education of the working classes.

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Da perspectiva da Análise de Discurso francesa fundada por Michel Pêcheux, um dos aspectos essenciais da língua é a sua materialidade ideológica. A ideologia, por esta razão, se consubstancia no discurso. Todo ato enunciativo praticado traz consigo um todo complexo de efeitos de sentidos, memórias, contextos e sujeitos que respondem pelas condições nas quais cada um deles foi produzido. Examinar os modos pelos quais se manifesta a ideologia nos discursos, desse modo, é uma etapa fundamental para um entendimento acerca de como se constitui, em dados discursos, o sentido. O objeto de pesquisa do presente estudo são os discursos de estudantes da educação popular - mais precisamente, de um PVP. Trata-se de pesquisa qualitativa que incorporou a técnica de geração de dados com grupo focal por meio de que foi estabelecido um diálogo com as estudantes do Curso PVP que foram interlocutoras da investigação. O principal objetivo foi uma análise acerca dos efeitos de sentido de autonomia manifestos nos discursos desses sujeitos no que tange temáticas que tocam relações de classe, gênero e etnia. Na busca pela compreensão dos efeitos de sentidos de autonomia identificados nos discursos discentes, foi movimentado o aparato teórico-metodológico da Análise de Discurso pecheuxtiana – desde suas concepções fundadoras até sua caixa de ferramentas, condição de operação da AD enquanto disciplina de entremeio. A concepção freireana de autonomia se configurou como pedra de toque do gesto interpretativo empreendido haja vista seus sentidos reverberarem nos depoimentos recortados para análise. Nos discursos analisados, foi possível reconhecer também vestígios de luta identificada a determinadas posições discursivo-ideológicas, o que permite perspectivar que os princípios da educação popular nos quais se balizam as ações protagonizadas no Curso PVP investigado afetem, sob certo aspecto, os modos a partir dos quais as estudantes interlocutoras da pesquisa (se) significam. / From the perspective of the French Discourse Analysis founded by Michel Pêcheux, one of the essential aspects of language is its ideological materiality. Ideology, for this reason, is embodied in discourse. Every enunciative act practiced brings with it a complex whole of effects of senses, memories, contexts and subjects that respond by the conditions in which each one of them was produced. Examining the ways in which ideology manifests itself in discourses, thus, is a fundamental stage for an understanding of how sense is constituted in discourses. The research object of the present study are the discourses of students of popular education - more precisely, of a PVP. It is a qualitative research that incorporated the technique of data generation with focus group through which a dialogue was established with the students of the PVP course who were interlocutors of the research. The main objective was an analysis about the effects of the sense of autonomy manifested in the discourses of these subjects in relation to themes that touch on relations of class, gender and ethnicity. In the search for an understanding of the effects of senses of autonomy identified in the students discourses, the theoretical and methodological apparatus of the Pecheuxtian Discourse Analysis was moved - from its founding conceptions to its toolbox, condition of operation of the AD as an intermission discipline. The Freirean conception of autonomy was configured as the touchstone of the interpretative gesture undertaken as its senses reverberated in the testimonies cut out for analysis. In the speeches analyzed, it was possible to recognize vestiges of identified struggle with certain discursive-ideological positions, which allows to realize that the principles of popular education in which the actions carried out in the PVP course investigated are affected, in a certain aspect, the ways of which the research interlocutor students mean themselves.

The purpose of this study was to examine what a national public science educator does when attempting to educate the general public. This investigation was conducted with the goal of expanding the literature on the treatment of science in multimedia to include descriptive work on whom the general public goes to learn science. The science educator's work in radio, television, and print were explored through interview and content analyses with themes and patterns emerging. The educator appeared to apply a loose formula of keeping a finger on the public's pulse, exhibiting scientific rigor, using variables and techniques such as props and demonstrations, including elements of popular culture, inserting interesting facts, injecting humor, and telling stories.

Thesis (M.A.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 108-116).