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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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Popular education is a mode of teaching and learning which seeks to bring about more equitable social conditions by creating settings in which people can identify and solve their own problems. While the public health literature offers evidence to suggest that popular education is an effective strategy for increasing empowerment and improving health, there have been no systematic attempts to compare the outcomes of popular education to those of traditional education. The goal of La Palabra es Salud was to conduct such a comparison among Latino, parish-based Community Health Workers (CHWs). The study employed a quasi-experimental design, mixed methods, and a community-based participatory research (CBPR) framework. Results of a mixed factorial ANOVA revealed that both experimental groups made statistically significant gains in health knowledge when compared to a control group. Within-group comparisons showed that the popular education (PE) group made statistically significant improvements in self-reported ability to promote health, critical consciousness, and on a global measure of empowerment, while the traditional education (TE) group made significant gains in critical consciousness, control at the personal level, self-reported health status, and self-reported health behavior. Because the TE group was almost twice as large as the PE group, almost identical changes that achieved significance in the TE group did not achieve significance in the PE group. Results of the qualitative analysis validated the quantitative results, with members of the TE group reporting improvements in health knowledge and behavior while members of the PE group reported increased empowerment and ability to empower others. Our findings suggest that, when compared to traditional education, popular education can help participants develop a deeper sense of empowerment and community and more multi-faceted skills and understandings, with no accompanying sacrifice in the acquisition of knowledge. These results have their most direct implications for the education of adults from disempowered communities, where popular education shows promise for supporting community members to identify and organize around shared concerns. More broadly, the research suggests that wider use of popular education in mainstream educational settings could promote greater inclusion and increased success for students who have experienced marginalization, producing a more equitable society.

Postwar Guatemala continues to contend with ongoing criminal and state violence, insecurity, racial exclusion and disparity, exacerbated by neoliberal and neocolonial economic policies. These patterns are rooted in centuries of colonial exploitation that intensified in genocide against the Mayan and other indigenous peoples in the early eighties. This thesis explores Maya Achi youth interpretations of the historical and contemporary roots of violence through their interaction with the mandates and practice of the New Hope Foundation Intercultural Bilingual Institute in Rabinal. The institute combines historical memory, a participatory methodology, and cultural revitalization within an intercultural framework. By embracing institute themes of interculturalism, citizenship, leadership and cooperative learning, participants provide insight into the potential to transform structural violence through the promotion of alternative visions of grassroots development and reweaving community in this rural municipality, still impacted by the traumas of armed conflict.

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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.

No description available.