This study examines values in the curriculum of one specific Catholic girls' high school. It reports on a school-based curriculum evaluation which took place at the school and explores how the methodology used imposed limitations on the explication of values. The implications of these limitations on the development of an appropriate curriculum for such a specific schoolbody are examined in the light of the writings of Paulo Freire and the outlines of an alternative method for curriculum evaluation is developed and applied. Major elements of this alternative model include an historical analysis of the school community, the critical appraisal of its place in society, and the development of a praxis. This three-step approach is repeated three times; firstly in relation to the Catholic identity of the school, secondly in consideration of gender issues for a school for girls, and thirdly in respect to the school itself, operating in Canberra in the 1980s.

Made available in DSpace on 2017-07-21T20:31:39Z (GMT). No. of bitstreams: 1 Sueli Aparecida Bertol.pdf: 5487828 bytes, checksum: 0c30666b4818ac6e39f3670fece6aba5 (MD5) Previous issue date: 2008-07-02 / Teaching practices integrate the universe of social practices and are part of all human groups. Pedagogy is focused on school teaching practices. However, school is not the only field of pedagogical action and investigation and researching every locus of pedagogical action broadens educational studies. This work investigates the Pastoral da Criança (PCç) social practice as political and teaching practice as well. PCç is an organ of social action which belongs to the Brazil Bishops National Conference (CNBB) and assists poor comunities, through voluntary work, instructing such comunities about health, nutrition, education and citizenship. The theory is based on concepts of non-formal education by Afonso (1989), Gohn (2001) and Libâneo (2007) and the Freirean Pedagogy. Regarding Freire's pedagogy the focus was on the analysis of dialogue categories, solidarity, awareness, oppressor, oppresed, oppression, banking education and problematizing education. The critics presented by Montaño (2003) regarding the role of State and ONGs (non-governmental organizations) in public policies guided the reflection about the PCç as public policy. Investigation comprised documental-bibliographic research of books, dissertations and thesis as well as field researh developed in Ponta Grossa Diocese. The methodology was based on Macedo (2000), mainly the Etnopesquisa Crítica e Multirreferencial nas Ciências Humanas e na Educação (Critical and Multirreferential ethnoresearch in Human Sciences and Education). Open and semistructured interviews, as well as photos, video recording and observation with field diary recording were used as data collection tools. The aim of this research was to systematize the elements which are part of the Pastoral da Criança pedagogical proposal. Finally, this work presents a possible systematization of Pastoral da Criança Pedagogy, concludes that in the socio-educational practice of PCç Freire's Pedagogy appears between recreation and adaptation and considers the PCç as part of social public policies. / As práticas educativas integram o universo das práticas sociais e estão presentes nos mais variados grupos humanos. A Pedagogia centra suas preocupações nas práticas educativas escolares. A escola, porém, não é o único campo da ação e investigação pedagógicas; trata-se de pesquisar os diversos locus da ação pedagógica possibilitando a ampliação da pesquisa educacional. Esta pesquisa investiga a prática social da Pastoral da Criança (PCç) enquanto prática política e educativa. A PCç é um organismo da ação social da Conferência Nacional dos Bispos do Brasil (CNBB) e atua no atendimento às comunidades pobres, através do trabalho voluntário levando a essas comunidades orientações básicas de saúde, nutrição, educação e cidadania. O referencial teórico conta com dois pontos fulcrais: os conceitos de educação não-formal, dos autores Afonso (1989), Gohn (2001) e Libâneo (2007) e os pressupostos que constituem a Pedagogia Freireana. Para aprofundar os pressupostos da Pedagogia Freireana se centrou a análise nas categorias diálogo, solidariedade, conscientização, opressor, oprimido, opressão, educação bancária e educação problematizadora. A crítica elaborada por Montaño (2003) acerca do papel do Estado e das ONGs nas políticas públicas norteou a reflexão a respeito da PCç enquanto política pública. A investigação abrangeu uma pesquisa bibliográfico-documental que incluiu livros, dissertações e teses e uma pesquisa de campo realizada principalmente na Diocese Ponta Grossa. A metodologia da pesquisa se fundamentou nos estudos de Macedo (2000), especificamente na obra a Etnopesquisa crítica e multirreferencial nas Ciências Humanas e na Educação. Os instrumentos para a coleta de dados foram entrevistas abertas e semiestruturadas, fotos, filmagens e observação participante periférica com a prática do diário de campo. O objetivo da pesquisa foi sistematizar os elementos que compõem a proposta pedagógica da Pastoral da Criança. Finalmente, a pesquisa permitiu uma sistematização possível da pedagogia da Pastoral da Criança, concluiu que, na prática sócio-educativa da PCç, a Pedagogia Freireana está entre a recriação e a adaptação e autoriza considerar a PCç integrante das políticas públicas sociais.

Made available in DSpace on 2016-04-27T14:31:07Z (GMT). No. of bitstreams: 1 Edilene de Oliveira Francisco Souza.pdf: 904468 bytes, checksum: ffc19a1a499bf24a03a9979f8a3bd7ef (MD5) Previous issue date: 2013-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Literacy is a topic that is constantly present on the agenda of teacher training programs, in election campaigns, in political speeches and academics. There are many publications that deal with the theme, and each new publication, new questions, new methodologies and new hypotheses arise in trying to find solutions to address the difficulties faced by schools in teaching reading and writing. Aiming point out ways to improve the process of teaching and learning of reading and writing, this research, based on the political and epistemological assumptions proposed by Paulo Freire, indicates possible paths to achieving literacy practices critical and significant. This study is part of a broader research developed in Paulo Freire Chair of the Pontifical Catholic University of São Paulo, coordinated by Professor Dr. Ana Maria Saul, who investigates the presence of referential freireanos in Brazilian education. The town of Embu das Artes was chosen in this research to investigate how assumptions about critical literacy freireanos materialize in policy and practice curriculum this school system. The results demonstrate the possibility of reinventing the thought of Paulo Freire, the floor of the school, in the context of critical literacy / A alfabetização é um tema que está constantemente presente em pauta de programas de formação de educadores, em campanhas eleitorais, em discursos políticos e acadêmicos. Muitas são as publicações que tratam sobre o tema e, em cada nova publicação, novos questionamentos, novas hipóteses e novas metodologias surgem na tentativa de se buscar soluções para resolver as dificuldades enfrentadas pelas escolas em ensinar a ler e a escrever. Objetivando apontar caminhos para melhoria no processo de ensino-aprendizagem da leitura e da escrita, essa pesquisa, fundamentada nos pressupostos políticos e epistemológicos propostos por Paulo Freire, indica possíveis caminhos para a concretização de práticas de alfabetização crítica e significativa. Esse estudo integra uma pesquisa mais ampla desenvolvida na Cátedra Paulo Freire da Pontifícia Universidade Católica de São Paulo, coordenada pela professora Dra. Ana Maria Saul, que investiga a presença dos referenciais freireanos na educação brasileira. O município de Embu das Artes foi escolhido nessa pesquisa para investigar como os pressupostos freireanos sobre alfabetização crítica se concretizam na política e na pratica curricular dessa rede de ensino. Os resultados demonstram a possibilidade de reinvenção do pensamento de Paulo Freire, no chão da escola, no contexto da alfabetização crítica

My thesis is that museum exhibitions developed according to Freirean praxis would constitute a better learning opportunity for visitors, facilitate the process of evaluation, and enact the favoured museum principles of dialogic communication and community-building. ¶This project constitutes a cross-fertilisation of adult education, cultural studies and museum practice. In the last few decades, museum professional practice has become increasingly well informed by cultural critique. Many museum institutions have been moved to commit to building communities, but the question of how to do so via exhibition spaces is yet to be squarely addressed by the museum field. In this thesis I produce a detailed evaluation of a museum's informal learning program; and demonstrate the potential value of adult education theory and practice for enacting museums' commitment to dialogic communication and community-building. ¶To investigate the value of adult education praxis for museums, I consider the Australian War Memorial's signifying practice - the site and its exhibitions - as a program for informal learning. I conduct my analysis according to Ira Shor's (Freirean) method for engaging students in an extraordinary re-experience of an ordinary object. Shor's program calls for students to investigate the object through three stages of description, diagnosis and reconstruction. Respectively, I testify to my initial experience of the Memorial's program as a visitor, analyse its signification in national, international and historical contexts, and imagine an alternative means of signifying Australia's war memory. The resulting account constitutes a record of my learning process and a critical and constructive evaluation of the Memorial as a site for informal learning. It provides a single vision of what the Memorial is, what it means and how it could be reconstructed. But more importantly, my account demonstrates a program for simultaneously learning from the museum and learning about its signifying practice. This dual educational and evaluative method would mutually advantage a museum and its visiting public. In a museum that hosted a dialogic program, the exhibitions would invite evaluative responses that staff are otherwise at pains to generate. Concurrently, visitors would benefit because they would be engaging in a more critical and constructive learning process. In addition, the museum would be enacting the principle of dialogic communication that underpins the project of community-building.

Made available in DSpace on 2016-04-27T14:30:50Z (GMT). No. of bitstreams: 1 Martinho Condini.pdf: 1232065 bytes, checksum: 96dd0629ca94c599f0b6758fb70e8eed (MD5) Previous issue date: 2011-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research presents Dom Helder Camara as an educator, through his works, staterments, litherary works and demonstrates how his political educational work ahead of the archdiocese of Olinda and Recife, along the military government (1964-1985), should be understood as an educational liberation work, according to the critical foundations of the freirean pedagogy. Pointing the relation Helder-Freire is relevant for education, because both took a similar way of had a trajectory on the constructing of similar proposals for a liberating church and a liberating education. Different paths with similar ideals. Both, in areas of extreme poverty, worked with the needy strata of society so that they could achieve, through the process of political awareness, that is, the critical understanding of reality, mechanisms to manage the necessary transformations to their lives. Historically, there has been a devaluation and disregard with education in Brazil. There s no quality education accessible to all, the interest in an education of outcome prevails, to the detriment of a comprehensive training education, which produces knowledge in harness with human training and promotion. Therefore, presenting Dom Helder as an educator and his political educational work corroborates and is corroborated by freirean pedagogy. The encounter between Helder and Freire demonstrates that the educational liberator helderean thought, analysed the basis of the freirean pedagogy, has significant contributions to the current Brazilian curriculum / Esta pesquisa apresenta dom Helder Camara como educador, por meio de seus trabalhos, pronunciamentos e obras literárias e demonstra como o seu trabalho político educacional frente à Arquidiocese de Olinda e Recife, no período do governo militar (1964-1985), deve ser entendido como um trabalho educacional libertador, segundo os fundamentos críticos da pedagogia freireana. Apontar a relação Helder-Freire é relevante para a educação, pois ambos tiveram uma trajetória na construção de propostas semelhantes em diferentes setores: a construção de uma igreja libertadora e a construção de uma educação libertadora. São caminhos diferenciados com ideais semelhantes. Ambos, em áreas de extrema pobreza, trabalharam com as camadas sociais carentes a fim de que elas adquirissem, por meio de um processo de conscientização política, isto é, a compreensão crítica da realidade, meios para realizar as transformações necessárias às suas vidas. Historicamente, há uma desvalorização e desconsideração com a educação no Brasil. Não há uma educação com qualidade acessível para todos, predomina o interesse pela educação de resultados em detrimento de uma educação de formação integral, que produza conhecimento atrelado à formação e à promoção humanas. Por isso, a apresentação de dom Helder como educador e do seu trabalho político educacional como uma proposta pedagógica libertadora solidária corrobora e é corroborada pela pedagogia freireana. O encontro de Helder e Freire demonstra que o pensamento educacional libertador helderiano, pensado à luz da pedagogia freireana, tem significativas contribuições a fazer para o atual currículo brasileiro

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / AtravÃs deste trabalho de pesquisa, buscamos compreender a EducaÃÃo DialÃgica Freireana (EDF) na trajetÃria de formaÃÃo de estudantes de Pedagogia da UFC, a partir da leitura destes(as). AlÃm disso, buscou-se conceituar a EducaÃÃo DialÃgica com base em Paulo Freire; identificar a relaÃÃo entre o entendimento destes(as) estudantes e o que Paulo Freire caracteriza/conceitua como EducaÃÃo DialÃgica; conhecer as percepÃÃes de estudantes de Pedagogia acerca da EDF em sua trajetÃria de formaÃÃo; analisar os contributos e dificuldades das experiÃncias de EDF na trajetÃria de formaÃÃo destes(as) estudantes. Esta pesquisa se caracteriza como um estudo de caso qualitativo. Foram realizadas entrevistas semiestruturadas com nove estudantes em processo de conclusÃo do curso. Com base no diÃlogo entre a proposta de Paulo Freire e a situaÃÃo concreta vivenciada por esses(as) estudantes da Faculdade de EducaÃÃo da UFC, constatamos que a dialogicidade freireana aparece como algo que à necessÃrio, mas que nÃo à reconhecido como tal. Isso nos permitiu inferir a necessidade e importÃncia da dialogicidade freireana mostrada por eles(as), bem como o reconhecimento de que a educaÃÃo carece da dialogicidade, ou seja, de diÃlogo verdadeiro, amoroso, respeitoso, e que boa parte dessa ausÃncia decorre da nÃo formaÃÃo freireana. / Through this research, we seek to understand the Freirean Dialogical Education (FDE) in the trajectory of training students of Pedagogy of the UFC, from their view. In addition, we attempted to conceptualize the Dialogical Education based on Paulo Freire; identifying the relationship between the understanding of students and what Paulo Freire characterizes/defines as Dialogical Education; knowing the perceptions of pedagogy students about FDE in their career training, analyzing the contributions and difficulties of FDE experiences in the path of formation of these students. This research is characterized as a qualitative case study. Semi-structured interviews were conducted with some students in the process of completing the course. Based on the dialogue between the proposed Paulo Freire and situations experienced by some students of the Faculty of Education at UFC, we found that the Freirean dialogicity appears as something that is necessary, but it is not recognized as such. This allowed us to infer the need and importance of Freirean dialogicity shown by them, and the recognition that education needs dialogicity, in other words, dialog true, loving, respectful; and that much of this lack stems from not Freirean training.

With the transition to a new philosophy of education in post-apartheid South Africa a paradigm shift began from banking education to outcomes-based education. South Africa looked to other countries for a framework on which to build its curriculum. The first post-apartheid curriculum as well as the subsequent revised curriculum seems to be a contentious matter as outcomes-based education as practised in South Africa is widely criticised by educationists. This study endeavours to interrogate the structure and underlying principles of the current curriculum to gain an understanding of whether and how critical consciousness, learning support materials and environmental education feature in the national curriculum. The purpose of the study is to gain an understanding of what happens in South African environmental education classrooms especially with regard to the construction of meaning and the prospects for Freirean critical education. The research questions elucidate the nature of critical education and its capacity to inform the sociology of learning in environmental education within the South African context. The research purpose is therefore exploratory and descriptive. The research questions emerge from the literature review which informs the study and also conceptualises the key tenets of the inquiry. The literature study reveals that there is adequate mention in policy documents regarding the importance of learning support materials in teaching and learning, but there seems to be a gap in the literature about how learning support materials are currently used in South Africa to develop critical consciousness particularly in environmental education classrooms. This research attempts to address this gap. The research conducted falls within the conceptual framework of critical pedagogy. It is however the humanist approach asserted by Paulo Freire that premises the study. The research design and philosophy of the study is delineated and the researcher’s role in the research process is elucidated. An ethnographic case study positioned within the qualitative approach serves as the methodology by which the research questions are explored. The choice of methodology and the ontological premise of the study are accounted for and issues of quality are discussed with regard to credibility, transferability, dependability and conformability. The purpose of this study was not to find solutions and no definitive answers were sought or obtained. The findings of the study point to three critical contentions and the following was established: Firstly, that although the National Curriculum Statement pays lip service to some of the ideals of Freirean pedagogy, it is inherently behaviourist in that it has clearly defined outcomes and assessment standards that learners should attain regardless of learner diversity. Secondly, that the manner in which the educator facilitates the learning support materials is the determining factor in the attainment of the set learning outcomes by the learners. Thirdly, that the manner in which knowledge transmission happens in a lesson influences the development of critical consciousness in learners. The findings only serve as suggestions and the reader is invited to look at the possibilities that Freirean pedagogy has to offer and what might be possible in environmental education classrooms. The findings of the study cannot be generalised and have to be interpreted and applied by the reader within a specific context of teaching and learning. / Dissertation (MEd)--University of Pretoria, 2009. / Humanities Education / unrestricted

Made available in DSpace on 2016-04-27T14:32:31Z (GMT). No. of bitstreams: 1 Elenir Aparecida Fantini.pdf: 938127 bytes, checksum: 2c758cfef141fca3eec548d2fc4da4b1 (MD5) Previous issue date: 2009-05-26 / This dissertation is intended to verify and analyze the influence of Paulo Freire thoughts in reading taught on the Diadema City, São Paulo, educational politics. This work integrates a wider research, developed by the Paulo Freire Chair on the Pontifical Catholic University of São Paulo, coordinated by Ana Maria Saul teacher, carried through the national territory to investigate The Paulo Freire presence on Brazilian Education: educational public system analysis, from the 90th decade. Specifically, this research is intended to investigate how the freirean principles materialize on the teachers, who teach reading, formation and practice. The theoretical referencial which has oriented this research data collection and analysis is constituted by principles and concepts which integrate the Paulo Freire educational proposal. It s treated as a case study inserted in a qualitative research methodology. For the investigation development, the following procedures are used for evidence collection: documents analysis, field observing and halfstructured interviews. The results analysis demonstrated that the freirean concepts are guidelines for reading taught on the researched school. It was able to conclude, from the observations and interviews, the importance that the educators put on reading, in a school building process in which educators value critic education and are available to dialogue / Esta dissertação tem o objetivo de verificar e analisar a influência do pensamento de Paulo Freire no ensino da leitura na política educacional do Município de Diadema, São Paulo. Este trabalho integra uma pesquisa mais ampla, desenvolvida pela Cátedra Paulo Freire da Pontifícia Universidade Católica de São Paulo, coordenada pela Profa. Dra. Ana Maria Saul, realizada em território nacional para investigar A presença de Paulo Freire na Educação Brasileira: análise de sistemas públicos de ensino, a partir da década de 90. Especificamente, buscou-se, nesta pesquisa, investigar como os princípios freireanos são concretizados na formação e na prática de professores que trabalham com o ensino da leitura O referencial teórico que orientou a coleta e a análise dos dados desta pesquisa é constituído por princípios e conceitos integrantes da proposta educacional de Paulo Freire. Trata-se de um estudo de caso que se insere em uma abordagem qualitativa de pesquisa. No desenvolvimento da investigação, são utilizados os seguintes procedimentos para a coleta de evidências: análise de documentos, observação de campo e entrevista semi-estruturada. A análise dos resultados demonstrou que os pressupostos freireanos são norteadores do ensino da leitura na escola pesquisada. As observações e entrevistas permitiram concluir sobre a importância atribuída pelos educadores à leitura, na construção de uma escola na qual educadores valorizam a educação crítica e se dispõem ao diálogo

SILVA, Camilla Rocha da. Educação Dialógica Freireana na trajetória de formação de estudantes do Curso de Pedagogia da UFC: possibilidades e desafios. 2013. 121f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-11-12T10:50:52Z No. of bitstreams: 1 2013_dis_crsilva.pdf: 975163 bytes, checksum: e25938dfd74c4d75e4e030a451c63217 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-11-12T13:50:12Z (GMT) No. of bitstreams: 1 2013_dis_crsilva.pdf: 975163 bytes, checksum: e25938dfd74c4d75e4e030a451c63217 (MD5) / Made available in DSpace on 2014-11-12T13:50:12Z (GMT). No. of bitstreams: 1 2013_dis_crsilva.pdf: 975163 bytes, checksum: e25938dfd74c4d75e4e030a451c63217 (MD5) Previous issue date: 2013 / Through this research, we seek to understand the Freirean Dialogical Education (FDE) in the trajectory of training students of Pedagogy of the UFC, from their view. In addition, we attempted to conceptualize the Dialogical Education based on Paulo Freire; identifying the relationship between the understanding of students and what Paulo Freire characterizes/defines as Dialogical Education; knowing the perceptions of pedagogy students about FDE in their career training, analyzing the contributions and difficulties of FDE experiences in the path of formation of these students. This research is characterized as a qualitative case study. Semi-structured interviews were conducted with some students in the process of completing the course. Based on the dialogue between the proposed Paulo Freire and situations experienced by some students of the Faculty of Education at UFC, we found that the Freirean dialogicity appears as something that is necessary, but it is not recognized as such. This allowed us to infer the need and importance of Freirean dialogicity shown by them, and the recognition that education needs dialogicity, in other words, dialog true, loving, respectful; and that much of this lack stems from not Freirean training. / Através deste trabalho de pesquisa, buscamos compreender a Educação Dialógica Freireana (EDF) na trajetória de formação de estudantes de Pedagogia da UFC, a partir da leitura destes(as). Além disso, buscou-se conceituar a Educação Dialógica com base em Paulo Freire; identificar a relação entre o entendimento destes(as) estudantes e o que Paulo Freire caracteriza/conceitua como Educação Dialógica; conhecer as percepções de estudantes de Pedagogia acerca da EDF em sua trajetória de formação; analisar os contributos e dificuldades das experiências de EDF na trajetória de formação destes(as) estudantes. Esta pesquisa se caracteriza como um estudo de caso qualitativo. Foram realizadas entrevistas semiestruturadas com nove estudantes em processo de conclusão do curso. Com base no diálogo entre a proposta de Paulo Freire e a situação concreta vivenciada por esses(as) estudantes da Faculdade de Educação da UFC, constatamos que a dialogicidade freireana aparece como algo que é necessário, mas que não é reconhecido como tal. Isso nos permitiu inferir a necessidade e importância da dialogicidade freireana mostrada por eles(as), bem como o reconhecimento de que a educação carece da dialogicidade, ou seja, de diálogo verdadeiro, amoroso, respeitoso, e que boa parte dessa ausência decorre da não formação freireana.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-22T13:35:28Z No. of bitstreams: 1 arquivototal.pdf: 3311641 bytes, checksum: 905843f399c6481b033379afad9476b0 (MD5) / Made available in DSpace on 2016-01-22T13:35:28Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3311641 bytes, checksum: 905843f399c6481b033379afad9476b0 (MD5) Previous issue date: 2015-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Between the late 1950s and early 1960s, Brazilian society was marked by the flourishing of social movements which sprung up all over the country. The mobilization of the Peasants Leagues (Ligas Camponesas) and rural workers in favour of the land reform, the strengthening of the trade unions, the creation of the Workers' General Command (Comando Geral dos Trabalhadores), the military associations and the effervescence of the student movement were typical of that time. Under the National-development approach, Brazil demanded changes in various fields; Paulo Freire considered it a favourable time for the necessary transformations in our country. Thus, by means of historical-documental evidence about the 40 Hours of Angicos, we pursued information and conjectural fragments about the heuristic process of what was the first experience in the construction of the Freirean gnosiology, like “hunters” (GINZBURG, 1989). As object of study, the event in Angicos allowed us to problematize, more concretely, knowledge that shaped the way people behaved and acted in the 1960s. By means of methodological effort, we approached the protagonists of this experience with two objectives. First, to position ourselves closer to the students, to their cultural and social locus; to listen to their discourse and memories; to learn the ways each one of them – in their “customs in common” (THOMPSON, 1998), – possibly already aimed to gain access to the world of written culture. Second, based on the Coordinators of Cultural Circle (Coordenadores de Círculo de Cultura), to reflect upon their social and political class position; to analyse their choices and the reach of the relational dimension in that experience (perhaps, somewhat unconsciously, as a cultural inheritance). In the intersection of this protagonism, we freely unveil the concept of Circle of Culture (Círculo de Cultura) through the idea of Circularity (BAKHTIN, 1970 apud GINZBURG, 2006), by analysing the praxis developed in the Angicos experience. This thesis defends the urgency of agreeing new orientations and experiences that reflect upon and design an updated concept of popular education, as a way to subsidize the education of young people and adults and its investigative and dialogical heritage. In this way, we argue that more than five decades after that ebullient moment in Brazilian education, part of those marks should be re-territorialized. After continuous reflection about what was generated there, perhaps greater richness could have been better explored in the popular education processes. As a result, we conclude that Angicos synthesizes educational inspirations that provide – politically and historically –, the systematization of ideas and the direction of what we know today as Popular Education, despite the contradictions involved in the fulfilment of its execution. / Entre os anos finais de 1950 e os anos iniciais de 1960, a sociedade brasileira foi marcada pela ebulição dos movimentos sociais que afloravam por todo o país. A mobilização das Ligas Camponesas e dos trabalhadores rurais em favor da reforma agrária, o fortalecimento dos sindicatos, a criação do Comando Geral dos Trabalhadores, as associações militares e a efervescência do movimento estudantil constituíam demandas sinalizadoras desse momento. Sob o enfoque Nacional-desenvolvimentista, tinha-se um Brasil requisitando mudanças em vários campos, ao que Paulo Freire presumia como um tempo favorável para as transformações necessárias em nosso país. Destarte, através das pistas histórico-documentais que respaldam as 40 Horas de Angicos, perseguimos, como “caçadores” (GINZBURG, 1989), informações e fragmentos conjecturais acerca dos processos heurísticos daquela que foi uma experiência inédita para a construção da gnosiologia freireana. Como objeto de estudo, o evento em Angicos nos possibilitou problematizar, de forma mais palpável, saberes que fecundaram modos de ser e de fazer na década de 1960. Como esforço metodológico, aproximamo-nos dos sujeitos protagonistas da experiência, para, de um lado, colocarmo-nos mais próximos dos alunos, de seu lugar cultural e social; ouvir suas falas e memórias; conhecer os caminhos que, cada um(a), em seus “costumes comuns” (THOMPSON, 1998), possivelmente, já visava abrir para o acesso ao mundo da cultura escrita. De outro lado, a partir dos Coordenadores de Círculo de Cultura, refletir sobre seu lugar de classe (social e político); analisar suas escolhas e o alcance dado à dimensão relacional na experiência (quem sabe, um tanto inconsciente, como uma herança cultural nossa). Na intersecção desse protagonismo, desvelamos livremente o conceito de Círculo de Cultura à luz da ideia de “Circularidade” (BAKHTIN, 1970, apud GINZBURG, 2006), analisando a práxis desenvolvida na experiência angicana. Como argumento de Tese, defende-se a urgência de pactuar novas orientações e experiências que pensem e formulem um conceito atual para a educação popular, enquanto subsídios que favoreçam a educação de jovens e adultos e sua herança mais investigativa e dialogal. Neste sentido, argumentamos que, mais de cinco décadas depois daquele momento de ebulição na educação brasileira, parte daquelas marcas deveriam ser reterritorializadas. Talvez, através de reflexões contínuas sobre o que ali foi gestado, tantas riquezas poderiam ter sido bem mais exploradas nos processos educativos populares. Como resultado, conclui-se que Angicos sintetiza inspirações educativas que proporcionaram, política e historicamente, a sistematização de ideários e direções do que hoje conhecemos por Educação Popular, apesar das contradições que envolvem as tessituras de sua realização.