Orientador: Ana Lúcia Goulart de Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:50:14Z (GMT). No. of bitstreams: 1 Freitas_FabioAccardode_M.pdf: 1531428 bytes, checksum: a5f7714180acc0c042341f36325120b1 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa tem como objetivo central analisar a prática educativa com as crianças Sem Terrinha realizada na Ciranda Infantil do pré-assentamento Elizabeth Teixeira do Movimento de Trabalhadores Rurais Sem Terra (MST), a partir do questionamento se esta pode ser compreendida como uma proposta de Educação Infantil Popular. A pesquisa de mestrado teve como base de análise a participação do pesquisador como educador infantil na Ciranda Infantil do pré-assentamento, no desafio de ser pesquisador e pesquisado ao mesmo tempo, onde sujeito e objeto se encontram, e de problematizar e refletir sobre a prática educativa realizada, a partir dos pressupostos teóricos da Sociologia da Infância, Pedagogia da Educação Infantil e da Educação Popular. A análise da prática educativa a partir dos relatos do coletivo de extensão Universidade Popular, utilizados como fonte da pesquisa, foi central no processo de criação de procedimentos metodológicos dialéticos de falar com, para e sobre as crianças que possibilita a inversão do olhar adultocêntrico (ROSEMBERG, 1976) do pesquisador para a recriação de uma prática "criançocêntrica". Os relatos trouxeram o protagonismo das crianças apresentando-as como produtoras de culturas infantis (FERNANDES, 2004; CORSARO, 2011) o que possibilitou observá-las produzindo conhecimento, entre elas e entre elas e as educadoras e educadores, e caracterizar, assim, a Ciranda Infantil como um espaço de produção de culturas infantis. Nessa perspectiva, a pesquisa preocupou-se em apresentar as condições estruturais (QVORTRUP, 2010) que configuram a experiência de infância das crianças Sem Terrinha naquele pré-assentamento, assim como compreender o formato, a organização e a dinâmica da Ciranda Infantil e a maneira pela qual se constituiu, especificamente, a proposta de educação infantil analisada. A experiência da Ciranda Infantil situa-se dentro da trajetória histórica da Educação Popular brasileira, uma vez que se relaciona com as experiências passadas de Educação Popular apresentadas nesta pesquisa. No entanto, podemos considerar que suas práticas foram reinventadas a partir do contexto, das condições materiais atuais e das especificidades da educação com crianças. Os elementos apresentados nos três capítulos desta dissertação permitiram compreender a Ciranda Infantil do MST como uma proposta de Educação Infantil Popular, pois ela se insere na trajetória da Educação Popular como uma educação vinculada aos interesses da classe trabalhadora no interior da luta de classes; está vinculada a um movimento social organizado que visa a emancipação dos sujeitos e um outro projeto de sociedade; se apresenta como espaço de encontro do coletivo infantil e como espaço de produção de culturas infantis e; reconhece as crianças como sujeitos da história, produtoras de culturas infantis e protagonistas na luta pela terra / Abstract: This dissertation has as a main purpose to analyse the educational practice with "Sem Terrinha" children held in the "Ciranda Infantil" in the Landless Rural Workers Movement (MST) pre-settlement Elizabeth Teixeira, starting from the questioning if it can be understood as a proposal for Popular Early Childhood Education. This master's research had as a basis of analysis the researcher's participation as a childhood educator in the "Ciranda Infantil" of the pre-settlement, in the challenge of being the researcher and the researched at the same time, in the place of encounter of subject and object, questioning and thinking about the educational practices, having as a starting point the theoretical assumptions of Sociology of Childhood, Early Childhood Education Pedagogy proposaland Popular Education. The analysis of the educational practice from the reports of the university extension group Collective "Popular University", used as sources of research, was essential to the process of creating the dialectical methodological procedures of speaking with, to and about the children, which allows the reversing of the researcher's adult-centric perspective (ROSEMBERG, 1976) in order to recreate a "child-centric" practice. The reports brought up the children's protagonism, presenting them as childhood culture producers (FERNANDES, 2004; CORSARO, 2011), which made it possible to observe them producing knowledgment among them and between them and the educators, and feature, therefore, the "Ciranda Infantil" as a place of childhood culture production. Following this line of thought, the research had the concern of presenting the structural conditions (QVORTRUP, 2010) that shape the childhood experience of the "Sem Terrinha" children in that particular pre-settlement, as well as understand the format, the organization and the dynamics of the "Ciranda Infantil" and the way by which the analysed childhood educational proposal specifically constituted itself. The experience of "Ciranda Infantil" is inserted in the historic path of brazilian Popular Education, since it relates itself with past Popular Education experiences presented here in this research. However, we can acknowledge that it's practices were reinvented up from the context, the present material conditions and the specificities of childhood education. The elements presented in the three chapters of this dissertation permitted understanding the "Ciranda Infantil" of the MST as a Popular Early Childhood Education proposal, for it is placed inside the history of Popular Education as an education attached to the interests of the working class within class struggle; it is attached to an organized social movement that aims at the emancipation of subjects and another society project; presents itself as a place of encounter of the children's collective and as a place of culture production and; recognizes children as subjects of history, childhood culture producers and protagonists in the struggle for land / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2016-02-27T01:06:25Z No. of bitstreams: 1 DISSERTACAO_CLAUDIANO_DA_HORA_DE_CRISTO.pdf: 1498427 bytes, checksum: df928264d2581e7f3f3304d6c0704c5e (MD5) / Made available in DSpace on 2016-02-27T01:06:25Z (GMT). No. of bitstreams: 1 DISSERTACAO_CLAUDIANO_DA_HORA_DE_CRISTO.pdf: 1498427 bytes, checksum: df928264d2581e7f3f3304d6c0704c5e (MD5) Previous issue date: 2015-09-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research problematized the cycle of social policies of Rural Education in the sense of understand the contribution of social agents of the State and civil society in the formulation process and problematization of its effectuation. It has as study objective the performance of Collective of the Project get to know, Analyze and Transform the reality of the field (CAT Project) in the mobilization of the social policy agenda of Rural Education in Bahia municipalities. This research had as guiding question: what is the contribution of the Collective Project "CAT" to the formulation and questioning of effectuation of social policies in the Field Education for a compound set of 26 municipalities in the state of Bahia, in the period of 2003 - 2010. Faced with this question was formulated the following overall goal: to analyze the actions and propositions of the CAT Collective Project in the formulation and problematization process of the implementation of social policies of Rural Education in the basic system of elementary school. The epistemological approach that directs this research is the critical-dialectic whose matrix is the historical-dialetic materialism. This survey was operationalized through data analysis technique, whose main source were the Annual Reports of the CAT Project, the year 2003 to 2010, which record the activities developed by the Collective of this Project. As analysis categories stand out: social policies and popular education. Conducted by theoretical - Methodological references we can analyze the social policies of Rural Education in Brazil and its particular expression, the Project CAT and we found that the CAT Collective Project, despite some contradiction, put on the agenda the Rural Education policy. However, in relation of a local situation, national and international hegemony of neoliberal policy, which resulted in a loss of radical social movements, building consensus among antagonistic social classes and focused on public policies, geared to alleviate poverty and, Therefore, social conflicts, the actions of CAT Collective Project did not succeed. / A presente pesquisa problematizou o ciclo das pol?ticas sociais de Educa??o do Campo, no sentido de compreender a contribui??o de agentes sociais do Estado, e da sociedade civil, no processo de sua implementa??o. Ela tem como objeto de estudo a atua??o do Coletivo do Projeto Conhecer, Analisar e Transformar a realidade do campo (Projeto CAT) na mobiliza??o da agenda da pol?tica social de Educa??o do Campo em munic?pios baianos. Essa pesquisa teve como pergunta norteadora: qual a contribui??o do Coletivo do Projeto CAT para a formula??o e efetiva??o de pol?ticas sociais de Educa??o do Campo, para um conjunto formado por 26 munic?pios do Estado da Bahia, no per?odo de 2003 a 2010? Diante dessa pergunta, foi formulado o seguinte objetivo geral: analisar as a??es e proposi??es do Coletivo do Projeto CAT no processo de formula??o e implementa??o das pol?ticas sociais de Educa??o do Campo nas redes b?sicas de Ensino Fundamental. A abordagem epistemol?gica que orienta esta pesquisa ? a cr?tico-dial?tica, cuja matriz ? o materialismo hist?rico-dial?tico. Essa pesquisa foi operacionalizada por meio da t?cnica de an?lise de dados, cuja principal fonte foram os Relat?rios Anuais do Projeto CAT, do ano de 2003 a 2010, que registraram as atividades desenvolvidas pelo Coletivo desse Projeto. Como categorias de an?lises destacam-se: pol?ticas sociais e educa??o popular. Conduzido pelas refer?ncias te?rico-metodol?gicas podemos analisar as pol?ticas sociais de Educa??o do Campo no Brasil e sua express?o particular, o Projeto CAT, e constatamos que o Coletivo do Projeto CAT, apesar de algumas contradi??es, colocou em pauta a pol?tica de Educa??o do Campo. Contudo, diante de uma conjuntura local, nacional e internacional de hegemonia da pol?tica neoliberal, que resultou numa perda da radicalidade dos movimentos sociais, na constru??o do consenso entre classes sociais antag?nicas e em pol?ticas p?blicas focalizadas, voltadas para amenizar a pobreza, e, por conseguinte, os conflitos sociais, as a??es do Coletivo do Projeto CAT n?o lograram ?xito.

Flera studier visar att det tillitsfulla mötet är viktigt inom folkbildningen, men hur skapas det i det digitala rummet? Studien syftar till att bidra med kunskap om strategier och pedagogiska praktiker som stärker det tillitsfulla mötet och skapar en lärmiljö där deltagarna kan vara öppna, dela sina erfarenheter och lära av varandra i nätbaserade kurser. Undersökningen har inspirerats av en designbaserad forskningsmetod. Sju kursledare som arbetar med nätbaserade kurser i ett studieförbund har deltagit i samtal, reflektion och testat olika pedagogiska strategier och praktiker i sin verksamhet. Studien tyder på att det går att skapa tillitsfulla möten även i grupper som inte mötts tidigare och som bara möts under en kort tid. En förutsättning är dock social och pedagogisk närvaro och att kursledaren investerar tid och energi samt arbetar medvetet för att skapa en grupp och ett öppet klimat.

The purpose of this thesis is to examine the experience of modernity, and how it related to the process of establishing and determining one’s individual identity. By studying the protocols from discussion seminars on contemporary topics attended by students at Swedish folk high school Wiks folkhögskola in the 1920s and 1930s, the study explores how the students defined themselves in relation to societal changes as well as how they evaluated what they considered to be modern versus traditional. The thesis approaches the subject through the theoretical lens of modernity, defined as the experience of living in an uncertain and changeable present, fundamentally different from what is perceived to be the past. This generates paradoxical feelings of both optimism for the future and nostalgic longing for the past. Alongside the concept of modernity, the thesis utilises theories of individualisation and historical research on the making of the modern self to explore how experiences of modernity related to processes of identity formation. The analysis is structured around three themes, urban and rural lifestyles, leisure as opportunity and threat, and changing gender norms, which were present both in the students’ discussions and in Swedish public discourse during the interwar years. Throughout, the experiences of modernity expressed by the students were much more complex and dynamic than what previous historical research on the modernisation of Sweden has suggested. The thesis therefore argues for a pluralistic and experience-based view of modernity. Furthermore, it questions the relevance of theories of modern individualisation, and to what extent the students’ identities were individual and emancipated from traditional hierarchies. Instead, it considers the role of school authorities, and concludes with the assertation that concepts such as modernity and identity should be approached through empirical studies of historical context and with a critical eye towards power dynamics, authorities, and dominant narratives.

Syftet med studien är att undersöka hur arrangörer av kortare workshops och kurser i kreativt skrivande förhåller sig till homogena deltagargrupper. Först undersöks deltagarnas sammansättning och sedan arrangörernas syn på mångfald utifrån sin organisations verksamhetsuppdrag. Arrangörerna arbetar på folkbibliotek och studieförbund och undersökningen genomförs med hjälp av kvalitativa intervjuer. Studien drar slutsatsen att arrangörerna har reflekterat över frågorna och har en vilja att skapa större mångfald under evenemangen. De grupper som anses delta i lägre utsträckning är män, ungdomar under trettio och kulturella minoriteter. Vidare beskrivs verksamheternas idéer och uppdrag som inte närvarande i själva evenemanget men i arbetet bakom, exempelvis i marknadsföringen. / The aim of this study is to examine how five organizers of shorter workshops and courses in creative writing reflect on and work with homogeneous groups of participants. First the composition of participants is examined and than the organizer’s view of diversity in relation to their organization’s purpose. The organizers work in public libraries and in organizations within the popular education, and the investigation is carried out using qualitative interviews. The study’s conclusion is that the organizers have reflected on the questions and have a will to create greater diversity during the events. The groups that are considered to participate less are men, young people under thirty, and cultural minorities. The organizers’ ideas are not described as present in the event, but in the work behind, for example in the marketing.

Urban space is a product of power relations and negotiations in society. Who gets represented and monumentalised in it, you? One is being formed and deformed by the environment they are placed into through the way it functions and suggests certain actions in a particular sequence, through the power distribution in its spatial equivalent. Cities, consciously or not, dictate and proclaim “norms” encoded into their visible and invisible fences by those in majority, those in power, systematically failing the misfits. Yet rebellious minorities coming out of oppressive systems refuse to be silenced and “normalised”, their dissent practices carry critical potential, highlighting systematic obstacles, testing response measures and prototyping alternative futures. For my research I define:Social sustainability as constant renewal of the system and social contract, adapting to the newly occurring challenges of the time.Dissent as expressing opinions, demanding conditions and carrying lifestyles, at variance with those hegemonic or officially held. Working in Stockholm’s suburban area of Tensta I concentrate on local postcolonial dissident practices. I want to take a look at how they can inform urban planning, making the system more flexible and adaptable to constant changes. I decode the disciplining choreography of the city and examine roles of such dissent actors as planner, civic educator, warrior and builder. In my design proposal I try toset a new civic urban stage with shifting borders, multilayered visibility, entrance and escape points, with mobilisation, education, commoning and retreat backstage able a) of making global, national and communal politics a local and tangible affair, b) of enhancing and empowering individuals and minorities in their role as civic actors, building peaceful urban voice; and create flexible local ecosystems c) facilitating new grassroots societies prototyping.

Este estudo analisa trabalhos de formação de catadores(as) de materiais recicláveis, realizados coletivamente, na Região Metropolitana da Grande São Paulo, entre 1997 e 2008, com a finalidade de identificar elementos para subsidiar a construção participativa de soluções sustentáveis para a problemática socioambiental de resíduos sólidos nas áreas urbanas. Essas ações educativas estão imbricadas num momento de disseminação de diálogos e ações de Educação Ambiental, voltados para o controle social das políticas públicas e institucionais para a gestão ambiental participativa. A análise dos trabalhos de formação exigiu o levantamento do contexto histórico, dos debates sobre o pensar e agir da Educação Ambiental; das condições de vida e trabalho dos catadores; da problemática socioambiental de resíduos sólidos e as potencialidades e desafios para a consolidação da coleta seletiva como alternativa de economia solidária. Foram foco de análise os trabalhos educativos relativos à organização da Coleta Seletiva no núcleo habitacional Pedra sobre Pedra, na Zona Sul de São Paulo; a mobilização de grupos de coleta na cidade, no Fórum Recicla São Paulo, movimento social de catadores; a Capacitação para implantação das primeiras Centrais de Triagem do Programa de Coleta Seletiva Solidária de São Paulo/2003; o fortalecimento de catadores e do diálogo com o poder público, no Projeto Coleta Seletiva Brasil Canadá. Essas ações educativas estão embasadas teoricamente na multirreferencialidade e no entendimento do compromisso com a construção de sujeitos autônomos para uma sociedade democrática. Os elementos de Educação Ambiental emancipatória foram identificados neste doutorado e, na ação educativa, foram trabalhados por meio de metodologias interativas no coletivo dos catadores. Assim, destacamos os avanços proporcionados pela formação, revelados nos encontros e nas vozes dos catadores: a autovalorização; a valorização do próprio trabalho, o fortalecimento da identidade, apropriação dos processos vividos e o planejamento coletivo de ações locais. Com a avaliação realizada neste doutorado, evidenciou-se a necessidade de trabalhos futuros para estender as ações educativas a um contingente maior de catadores, pelas próprias lideranças; intensificar o diálogo com o poder público; superar as barreiras institucionais, com o propósito de criar políticas públicas de resíduos com a inclusão dos catadores(as). / This study analyzes the collective capacity building activities of informal recyclers, conducted at the Metropolitan Region of Greater São Paulo, between 1997 and 2008, with the purpose of identifying elements to support the participatory creation of sustainable solutions to social and environmental solid waste problems in urban areas. These educational actions are embedded in a period of increasing dialogues and actions related to Environmental Education, focused on the social control of public and institutional policies for participatory environmental management. The analysis of the educational activities has required a survey focused on the historical context, the thinking and acting of Environmental Education; the life and working conditions of the recyclers; the social and environmental issues regarding solid waste and the potential and challenges of selective waste collection as an alternative within solidarity economy. The research analyses the educational activities related to the organization of the selective waste collection in the squatter settlement Pedra sobre Pedra, at the Southern periphery of São Paulo city; the mobilization of solid waste collection groups in the city, at the Fórum Recicla São Paulo, a social mobilization of recyclers; the Capacity Building for the first Selection Centers of the Programa de Coleta Seletiva Solidária de São Paulos implementaed in 2003; the strengthening of the recyclers and their dialogue with the public authorities, through the Participatory Sustainable Waste Management project. These educational activities are theoretically based upon multiple references and upon the comprehension of the commitment to building autonomous social actors towards a democratic society. The elements of emancipatory Environmental Education where identified in this research and, in the educative actions, they where elaborated through interactive methodologies with groups of recyclers. Therefore, we emphasize the advances generated by the capacity building activities, revealed in meetings and through the recyclers voices: change in their self-esteem; the self-value of their own activities, the strengthening of their identities, the assimilation of the processes lived throughout the capacity development and the increased capacity for collective planning of local actions. As a result of the assessment of this research, a need for future work of the leaders themselves to spread the educational actions to a larger contingent of recyclers has become clear, as well as a need to intensify the dialogue with the public authorities and to overcome the institutional hurdles with the purpose of creating inclusive solid waste public policies with organized recyclers.

Made available in DSpace on 2016-04-27T16:33:42Z (GMT). No. of bitstreams: 1 Mariana Pasqual Marques.pdf: 978836 bytes, checksum: 26a93cb0be67d253652f906672fb3407 (MD5) Previous issue date: 2008-09-19 / This research aimed at the building up of popular education in Brazil. Based on Doimo (1995) we defined the field as a gathering of meanings, values, symbols and political projects, all indicators of common socialization, shared by groups and political agents, in this case, by popular educators. The scope of this research considered the framing of popular education through the study and defining of the three different approaches constructed along the last 40 years in Brazil. By this we understand the shared building up of historical projects and of an educational know-how , fairly agreed upon by educators, expressed in language, values, ideas and key-words. These are formed and are followed up by constant conflict between a minimum of background storage, which unifies the field, and permanent struggles within this field, which enhance, diversify, rename and allows for the blooming of diverse discourse. The first of these repertoires to be analyzed was limited within the 1960 1964 period, identified with the popular cultural and educational movements. We therefore highlight popular educational experiences and practices considered as part of an individual field, initiated in the first half of the 1960 decade. Documents produced by these movements and published material on this theme, outlined the repertoire centered on the debate between nationalism or national consciousness . The second repertoire, throughout the 1970 1980 decade, is the organic relationship between popular education, popular movements and Basic Ecclesiastical Communities. Values and elements hereby mentioned are self explained along proper path undertaken in the setting up of popular organizations the furthering of political instruments of the working classes. Two political instruments, unequal by nature, significantly changed the field of popular education: the founding of the Workers Party (PT) and the surging of back up committees for popular education. Documents and studies related to the theme were then used. In the early 1990 s, landmark for the construction of present repertoire, change started to take place in popular education, Known as refounding of popular education , a revisionist movement of previous practices and concepts. In the last and present researched repertoire, based on interviews with popular educators, documents and papers, we point out an acceptance of discursive elements identified with those of the Third Track, currently appropriated by the popular education field. This takes place in the acceptance of militant NGOs practices, along with local businesses and city governments, namely of the Worker s Party / Esta pesquisa investigou a construção do campo da educação popular no Brasil. Apoiados em Doimo (1995) definimos o campo como um conjunto de significados, valores, símbolos e projetos políticos indicadores de uma sociabilidade comum partilhada por grupos e atores políticos, neste caso educadores (as) populares. Para os fins desta pesquisa, a configuração do campo da educação popular deu-se pelo estudo e delineamento de três diferentes repertórios construídos ao longo dos últimos quarenta anos no Brasil. Por repertório da educação popular entendemos a construção partilhada dos projetos históricos e de um saber fazer educativo mais ou menos consensuado por educadores (as) expressos por linguagens, valores, idéias e palavras-chave. Estes se formaram e são acompanhados de um permanente conflito entre um repertório mínimo, ou seja, o que unifica o campo, e as disputas no interior desse mesmo campo que ampliam, diversificam, resignificam e permitem o surgimento de repertórios divergentes. O primeiro repertório abordado circunscreveu-se entre 1960 e 1964 vinculado aos movimentos de cultura e educação popular. Distinguimos, portanto, as experiências ou práticas de educação popular no âmbito de um campo próprio surgido na primeira metade da década de 1960. Documentos produzidos pelos movimentos e publicações sobre o tema subsidiaram o desenho do repertório cujo centro é o debate sobre o nacionalismo ou a consciência nacional . O segundo repertório vigente entre as décadas de 1970 e 1980 é expressão da relação orgânica entre educação popular, movimentos populares e Comunidades Eclesiais de Base. Os valores e elementos figurados neste repertório são explicados pelo próprio percurso de organização popular ampliação dos instrumentos políticos das classes trabalhadoras. Dois instrumentos políticos, desiguais por natureza, modificaram, de forma determinante, o campo da educação popular: a fundação do Partido dos Trabalhadores e o surgimento de centros de assessoria em educação popular. Utilizamos, para a pesquisa, documentos e estudos pertinentes ao tema. No inicio da década de 1990, marco de construção do repertório atual, começaram a acontecer mudanças no campo da educação popular denominadas de refundação da educação popular , um movimento revisionista das práticas e concepções do repertório anterior. No último e atual repertório pesquisado, construído a partir de entrevistas com educadores (as) populares, documentos e estudos, indicamos haver uma assimilação de elementos discursivos próximos ao tema da Terceira Via, agora apropriado pelo campo da educação popular. Essa assimilação acontece pela interseção de práticas das ONGs militantes com as fundações empresariais e prefeituras locais, principalmente daquelas governadas pelo PT

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-03-20T13:03:55Z No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-21T11:37:31Z (GMT) No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-21T11:37:31Z (GMT). No. of bitstreams: 2 Dissertação - Glaucia Maria Morais França Avelar - 2017.pdf: 3172258 bytes, checksum: f83860be897e1d90a8863ac58c57269a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research investigated the process of construction of the Pedagogical Political Proposals (PPPs) of the Adolescents, Youth and Adults Education (AYAE) of the Municipal Secretary of Education (MSE) of Goiânia, from 1993 to 2016, to discuss how they were constituted the PPPs and what advances and setbacks are present in their process of systematization, still seeking to inquire about the existence of internal contradictions between them. In order to recover this process of constitution of the PPPs it was opted for research with qualitative approach of eminently bibliographical and documentary character. The documentary sources were obtained from the Municipal Secretary of Education of Goiânia, the Municipal Council of Education (MCE) of Goiânia and the collections of the Research Center Living Memory: Documentation and Reference in Youth and Adults Education (YAE), Popular Education and Social Movements of the Region Midwest. Starting from the premise that the PPPs are destined to a public made up of workers, it was tried to lift the origin of the demand for the Youth and Adults Education in Goiânia and to identify how the attendance to this public took place in the period previous to the PPPs. For this purpose, the present study went back to the construction of Goiânia and to the origins of MSE. In order to follow this path, the theoretical contribution adopted was composed by regional authors who studied the history of Goiânia and the history of MSE, such as Borges (2000), Chaul (1999), Estevam (1997), Estevam and Campos Júnior (2012), Palacín (2001), Bittar (1993), Clímaco (1991) and Dourado (1990). In order to better understand the trajectory of the AYAE in MSE, besides the PPPs and documents elaborated by MSE and documents produced by MCE, the research appealed to Café (1996), Calixto (2004), Costa (2008), Gomes (2006), Machado (1997, 2004), Nunes (2016) and Rodrigues (2000, 2004, 2011), among others. The investigation revealed the preparation of three versions and the re-elaboration of two others, totaling five PPPs systematized over the 23 years that make up the observed period. The recovery of the process of elaboration of these PPPs showed that, in spite of some observed differences, they reflect a process of continuity of the service policy carried out by MSE, constituting a movement of resistance in relation to the discontinuity, at national level, of the policies of YAE. From the observation of the records brought by the PPPs, the study also revealed that the movement made by the Municipal Education Network from 1993 based on principles and conceptions that are in line with a liberating popular education, evidencing an effort by this network to build an education in favor of the working class. / A pesquisa investigou o processo de construção das Propostas Político Pedagógicas (PPPs) da Educação de Adolescentes, Jovens e Adultos (EAJA) da Secretaria Municipal de Educação (SME) de Goiânia, no período de 1993 a 2016, com vistas a discutir como foram constituídas as PPPs e quais os avanços e retrocessos presentes em seu processo de sistematização, buscando ainda inquirir sobre a existência de contradições internas entre si. Para recuperar este processo de constituição das PPPs optou-se por pesquisa com abordagem qualitativa de caráter eminentemente bibliográfico e documental. As fontes documentais foram obtidas junto à Secretaria Municipal de Educação de Goiânia, ao Conselho Municipal de Educação (CME) de Goiânia e aos acervos da Pesquisa Centro Memória Viva: Documentação e Referência em Educação de Jovens e Adultos (EJA), Educação Popular e Movimentos Sociais da Região Centro Oeste. Partindo da premissa de que as PPPs destinam-se a um público constituído por trabalhadores, buscou-se levantar a origem da demanda para a Educação de Jovens e Adultos em Goiânia e identificar como ocorreu o atendimento a este público no período anterior às PPPs. Com esse intuito, o presente estudo retrocedeu à construção de Goiânia e às origens da SME. Para percorrer este caminho o aporte teórico adotado foi constituído por autores regionais que estudaram a história de Goiânia e a história da SME, a exemplo de Borges (2000), Chaul (1999), Estevam (1997), Estevam e Campos Júnior (2012), Palacín (2001), Bittar (1993), Clímaco (1991) e Dourado (1990). Para melhor compreensão da trajetória da EAJA na SME, além das PPPs e documentos elaborados pela SME e de documentos produzidos pelo CME, a pesquisa recorreu a Café (1996), Calixto (2004), Costa (2008), Gomes (2006), Machado (1997, 2004), Nunes (2016) e Rodrigues (2000, 2004, 2011), dentre outros. A investigação revelou a elaboração de três versões e a reelaboração de outras duas, totalizando cinco PPPs sistematizadas ao longo dos 23 anos que compõem o período observado. A recuperação do processo de elaboração destas PPPs evidenciou que, a despeito de algumas diferenças observadas, elas refletem um processo de continuidade da política de atendimento realizada pela SME, constituindo-se num movimento de resistência em relação à descontinuidade, em âmbito nacional, das políticas públicas de EJA. A partir da observação dos registros trazidos pelas PPPs, o estudo revelou ainda que o movimento feito pela Rede Municipal de Ensino a partir de 1993 tomou por base princípios e concepções que coadunam com uma educação popular libertadora, evidenciando um esforço desta rede no sentido de construir uma educação a favor da classe trabalhadora.

Made available in DSpace on 2016-04-29T14:17:48Z (GMT). No. of bitstreams: 1 Osmar Pancera.pdf: 3390384 bytes, checksum: c894f0bfc7d3bbcbe73094c31000c3de (MD5) Previous issue date: 2009-05-25 / The action research, "the artistic-cultural practice of the Rádio Margarida Non- Governmental Organization (NGO): a history of artistic languages and social communications media, serving popular education", describes and analyzes the history of union and experiences artistic-cultural production and educational from a group of people (artists, educators, intellectuals, workers...), which shares a conception of world, organized in the form of civil society for public services, legally constituted, non-profit, named Centro Artístico Cultural Belém Amazônia (Artistic Cultural Center Belém Amazonia) Rádio Margarida NGO. The artistic-cultural practice of the NGO, which is developed since 1991 up to today, is the basis for the defense of this dissertation: The art as socialization of culture for social transformation, which is affirmed by demonstrating the usage of popular education method utilizing artistic languages (theater, theater of dolls, clown, games, music, etc) and social communications media (radio and popular video broadcasting). The categories of methods: communication + sense + transforming actions, are decoded into movements of creation and representation of theater plays, music, broadcasting radio programs, video scripts, oriented guides to use educational materials and pedagogic processes of making-learning-sharing / A pesquisa-ação, A práxis artístico-cultural da ONG Rádio Margarida: uma história de linguagens artísticas e meios de comunicação social, a serviço da educação popular , descreve e analisa a história da união e vivência produção artístico-cultural e educacional de um grupo de pessoas (artistas, educadores, intelectuais, trabalhadores...) que compartilham uma concepção de mundo, organizadas na forma de sociedade civil de utilidade pública, juridicamente constituída, sem fins lucrativos, denominada de Centro Artístico Cultural Belém Amazônia, ONG Rádio Margarida. A práxis artístico-cultural da ONG, que é desenvolvida desde o ano de 1991 até hoje, é a base para a defesa da tese: A arte como socialização da cultura para transformação social, que é afirmada pela demonstração da utilização do método de educação popular que utiliza as linguagens artísticas (teatro, teatro de bonecos, palhaço, brincadeiras, música) e meios de comunicação social (radiodifusão e vídeo popular). As categorias do método: comunicação + sentimento + ação transformadora, são decodificadas em seu movimento de criação e representação de textos teatrais, músicas, programas de rádio, roteiros de vídeo, guias de orientação de utilização de materiais educativos e processos pedagógicos de fazer-apreendendo-compartilhando