Este projeto de pesquisa tem como objetivo analisar o caso do Cursinho Popular Mirna Elisa Bonazzi (Taboão da Serra, SP, Brasil) que faz parte da Rede Emancipa. Para isso, propõe-se uma experiência em campo de caráter etnográfico e fundamentada na Investigação-ação Participativa e uma análise que se enquadre em, mas não se limite a, o que é denominado perspectiva ou pensamento descolonial. Isto com o fim de abordar a pedagogia descolonial nos processos de educação popular, que permanecem no percurso da proposta de Paulo Freire. O caso particular do cursinho é relevante no contexto onde está localizado, Taboão da Serra, pois ao pertencer a uma organização de caráter nacional, a Rede Emancipa, consegue articular-se com organizações de base nos territórios, trabalhar na formação de lideranças, debater sobre as opressões concretas e subjetivas, assim como conceber projetos de emancipação. Fazer uma análise do caso, a partir de uma revisão teórica e trabalho de campo, permite contribuir ao debate da pedagogia descolonial, com base em uma fundamentação empírica / This research aims to analyze the case of the Mirna Elisa Bonazzi Pre-University Popular Course (Taboao da Serra, Brazil), which makes part of the Emancipa Network. The proposal consists of an ethnographic field research based on Participatory Action-Research and an analysis framed into, but not limited to the decolonial perspective or thought. The purpose of the above is to approach the decolonial pedagogy in the popular education processes that remain in the path of Paulo Freires proposal. The particular case of the Pre-University Popular Course is relevant in its context, Taboao da Serra, because belonging to a national organization, the Emancipa Network, it articulates with grassroots organizations, and it develops leaderships, debates regarding concrete and subjective oppressions and contributions to the emancipation projects. This case analysis, based on theoretical and field research, permits a contribution to the decolonial debate with an empirical basis

Orientador: Cândido Giraldez Vieitez / Banca: Neusa Maria Dal Ri / Banca: Maria Regina Clivati Capelo / Resumo: O presente trabalho busca compreender as relações existentes entre as políticas de educação de jovens e adultos e o complexo campo das organizações não-governamentais no Brasil, através da análise da história e da identificação dos princípios político-pedagógicos da APEART - Associação Projeto Educação do Assalariado Rural Temporário, organização que atua no estado do Paraná. O estudo reúne importantes referências bibliográficas que apresentam os diversos contextos, concepções, protagonistas e diretrizes que influenciaram a configuração das políticas de educação de jovens e adultos no Brasil, bem como busca articular o papel das ONGs nestes cenários, explicitando potencialidades e contradições que marcam sua relação junto aos movimentos sociais e aos organismos governamentais. A pesquisa realizada junto à APEART possibilitou-nos, a partir da caracterização e análise do seu percurso histórico, afirmar a importância em se evidenciar os princípios político-pedagógicos e demarcar a identidade das organizações, no sentido de se dimensionar e potencializar sua atuação no campo das políticas educacionais. / Abstract: The present work aims to understand the existing relations between the politics of young and adult education and the complex field of the non-governmental organizations in Brazil, through the analysis of the history and the identification of the politician-pedagogical principles of the APEART - Association Project Education of the Temporary Agricultural Wage-earner, organization that acts in the state of Paraná. The study congregate important bibliographical references that present the diverse contexts, conceptions, protagonists and lines of direction who had influenced the configuration of the politics of young and adult education in Brazil, as well as aim to articulate the function of the ONGs in these scenes, showing potentialities and contradictions that mark its relation with the social movements and the governmental organisms. The search done with the APEART made possible to us, from the characterization and analysis of its historical passage, to affirm the importance in evidencing the politician-pedagogical principles and to demarcate the identity of the organizations, in the direction to measure and improve its performance in the field of the educational politics. / Mestre

Made available in DSpace on 2016-04-28T20:13:47Z (GMT). No. of bitstreams: 1 2006-Cristhiane Oliveira da Graca Amancio.pdf: 1858390 bytes, checksum: 6b5869847eda4e5e2d9679be5ecd9d3d (MD5) Previous issue date: 2006-07-19 / This study aimed to study the effect that the "Reflect-Action" approach, spread out by the C?rculo Internacional Reflect-A??o (CIRAC), brought for the empowerment, creation and strengthening of the social capital in two rural communities from the agrarian reform, in the county of Tracunha?m, state of Pernambuco. Our theoretical reference was based on the contributions that the Freireana popular education brought for the construction of methodologies of intervention based on the empowerment of the groups, creation and strengthening of the social capital. Considering the rural world, its particularities and the deep changes observed in its daily routine, particularly in the context of the settlements from the agrarian reform, we tried to understand the strategies reproduced or created by the settlers to insert themselves in a more sustainable way in the relationship with the State, markets, and the civil society. The research was carried out through half-structured interviews, focal groups, and participant observation conducted during a two years interval. We concluded that groups that built a more interactive action with the technical-economic initiatives of entourage and those of participative educational character tended to build social stronger relations of solidarity, reciprocity, and confidence, which resulting in a significant expansion of the conditions for generating social capital. The expansion of such abilities and the development of the individual capacities promoted and increased the bargaining power, contraposition and claim of these groups aiming a more harmonious economic, social, cultural, and environmental development. / Este trabalho visa estudar os efeitos que a abordagem Reflect-Action , difundida pelo C?rculo Internacional Reflect-A??o (CIRAC), trouxeram para o empoderamento, cria??o e fortalecimento do capital social em duas comunidades rurais, fruto da reforma agr?ria, no munic?pio de Tracunha?m em Pernambuco. Nosso referencial te?rico se fundamentou nas contribui??es que a educa??o popular freireana trouxeram para a constru??o de metodologias de interven??o com base no empoderamento dos grupos, cria??o e fortalecimento do capital social. Considerando o mundo rural, suas particularidades e as profundas altera??es que se observam no seu cotidiano, particularmente no contexto dos assentamentos de reforma agr?ria, procurou-se compreender as estrat?gias reproduzidas ou criadas pelos assentados para se inserirem de maneira mais sustent?vel nas rela??es com o Estado, com os mercados e com a sociedade civil. A pesquisa foi realizada com base em entrevistas semi-estruturadas, grupos focais e observa??o participante, realizadas durante o intervalo de dois anos. Pudemos concluir que grupos que constroem uma a??o mais interativa entre as iniciativas de acompanhamento t?cnico-econ?mico e as de car?ter educacional participativo tenderam a construir rela??es sociais de solidariedade, reciprocidade e confian?a mais fortes, o que acarretou em expans?o das condi??es de gera??o de capital social de forma significativa. A expans?o destas habilidades e o desenvolvimento das capacidades dos sujeitos foram capazes de promover e aumentar o poder de barganha, contraposi??o e reivindica??o destes grupos, com vistas ao desenvolvimento econ?mico, social, cultural e ambiental local de forma mais harmoniosa.

A presente dissertação analisa o trabalho desenvolvido pelos educadores populares de Porto Alegre, inseridos nas associações comunitárias de bairro, as quais estão conveniadas com a Prefeitura Municipal de Porto Alegre, no que concerne a execução das políticas da educação e assistência social na relação com os processos formativos, organizados pela Associação de Educadores Populares de Porto Alegre (AEPPA). Esse estudo resgata as lutas populares dessa cidade, desde as políticas destinadas às crianças e adolescentes das comunidades populares, associando-as à história dos Movimentos Sociais Populares e da Educação Popular no Brasil buscando relacioná-los ao nosso objeto de estudo, a AEPPA, bem como aos sujeitos que dela participam. Procuramos através dessa pesquisa, compreender os limites e as lutas pelo direito a formação profissional a luz da Educação Popular. Essa pesquisa é de caráter qualitativo, sob o método de estudo de caso e em consonância com a nossa opção teórica, utilizamos a Pesquisa Participante a qual a pesquisadora é também participante da pesquisa. A dissertação apresenta-se numa perspectiva dialético-dialógica fundamentada principalmente pelo referencial freireano. Diante disto, investigamos os limites e as possibilidades dos projetos de Educação Popular, desenvolvido pela AEPPA, nas experiências de formação para educadores populares, como também na construção de projetos alternativos de cursos de formação. Como resultados, constatamos processos de precarização do trabalho, desvalorização dos “saberes de experiência feita” (FREIRE, 1997b), desresponsabilização do poder público para com as políticas públicas, através da burocratização dos convênios, e certa invisibilidade intencional do trabalho socioeducativo realizado pelos educadores populares. Diante dos resultados, os sujeitos participantes desse estudo, sinalizam para a urgência de uma Pedagogia Social com ênfase na Educação Popular, que seja construída interdisciplinarmente com os educadores e possua uma estrutura diferenciada do atual curso de Pedagogia. / This master thesis analyses the work developed by popular educators form Porto Alegre, inside communitarian associations in districts convened to the city hall of the city, concerning to education politics, social assistance and formation processes organized by AEPPA (Popular Educators Association of Porto Alegre). This study brings up the popular struggles of this city, as well politics towards children and adolescents of popular communities, relating them to the Popular Social Movements and Popular Education in Brazil related to our object of study, AEPPA and its participants. Through this research we wish comprehend the limits and the struggles for the right of professional formation on Popular Education. This research is a qualitative work, using case study methodology and in consonance with our theoretical option it was used a participant research. This master thesis is presented in a dialectic perspective based on Freire referential. Thus, it was investigated the limits and possibilities of Popular Education projects developed by AEPPA, in experiences on popular educators formation, as well in the construction of alternative projects of formation courses. As results, it was verified processes of precarious work, devaluation of “knowledge of done experiences” (FREIRE, 1997b), non-responsibility of the public power on public politics through bureaucratization in agreements with the city hall and some intentional invisibility of social educative work done by popular educators. From these results, the research participants urge for a Social Pedagogy emphasizing Popular Education built inter- disciplinarily with educators and that it has a different structure from the actual Pedagogy course.

Este trabalho tem como proposição de pesquisa investigar o que condiciona e o que potencializa a gestão democrática no cotidiano da E.M.E.F. Dr. Jaime de Faria na perspectiva da Educação Popular do Campo, a partir da vivência camponesa e experiência enquanto educadora neste espaço escolar, objetivando evidenciar junto à comunidade que constitui a Escola Dr. Jaime de Faria a importância da gestão democrática no cotidiano de uma escola comprometida com a educação do povo, contribuindo através da pesquisa para o aprimoramento do processo de desenvolvimento da gestão democrática no cotidiano da escola tendo como base estrutural a Educação Popular do Campo. Também desafia-se a mostrar os limites e condicionamentos presentes no cotidiano da comunidade escolar, bem como anunciar as potencialidades presentes nas relações estabelecidas com vistas a promover a gestão democrática na escola pública do campo. O aprofundamento da investigação sustenta-se no estudo teórico e levantamento bibliográfico do processo histórico da gestão democrática, da escola pública e da Educação Popular do Campo, evidenciando as diferentes perspectivas no decorrer da história anunciando um projeto educativo e societário na lógica das classes trabalhadoras ou na lógica do capital, destacando as conquistas dos Movimentos Sociais Populares que visam à emancipação. Dessa forma, a presente pesquisa encontra-se estruturada na base do materialismo histórico dialético, tendo como principais referenciais teóricos: Paro (2000), Freire (1978), Ribeiro (2010), Paludo (2001) e Peroni (2011), dentre outros. Como diretriz metodológica foi utilizada a pesquisa qualitativa e o método de estudo de caso, estando organizada em quatro capítulos da seguinte maneira: breve origem e composição da pesquisa; contornos teóricos e o contexto histórico-social da pesquisa; o desenvolvimento das relações no espaço escolar e os condicionamentos que permeiam e impelem a gestão democrática da escola pública no campo; caminhos que construídos no coletivo ampliam horizontes e permitem novas organizações no espaço escolar como sendo democrático. Dentre os resultados encontrados, verifica-se que a existência dos condicionantes para a gestão democrática participativa na comunidade escolar e para a prática da Educação Popular do Campo está atrelada ao sistema estando o potencializador para a sua superação na união dos sujeitos engajados na construção de um projeto educativo e societário emancipador pelo diálogo. / This work has as research proposing to investigate what conditions and what potentiates the democratic management in everyday practices of the Municipal Elementary School Dr. Jaime de Faria in the perspective of Popular Education of the Field, from the peasant experience and expertise as an educator in the school space, aiming to demonstrate to the community that constitutes the school Dr. Jaime de Faria the importance of democratic management in the daily practices of a school committed to the education of the people, contributing through this research to the improvement of the development process of democratic management in the school routine structurally based on Popular Education of the Field. There is also the challenge to show the limitations and conditionings in the daily lives of the school community, as well as to announce the potentialities that are present in the relations established with a view to promoting democratic management in the public school of field. Further research is sustained in the theoretical study and literature review of the historical process of democratic management, of public school and of Popular Education of the Field, showing the different perspectives throughout the story announcing an educational and societal project in the logic of the working classes or in the logic of capital, highlighting the achievements of the Popular Social Movements that aimed at emancipation. Thus, this research is structured on the bases of historical and dialectical materialism, having as main theoretical references: Paro (2000), Freire (1978), Ribeiro (2010), Paludo (2001) and Peroni (2011), among others. As a methodological guideline it was used the qualitative research and case study method, being it organized in four chapters as follows: brief origin and composition of the research; theoretical outlines and socio-historical context of the research; the development of relationships within the school space and the conditionings that permeate and propel the democratic management of public schools in the field; paths that constructed in the collectivity broad horizons and allow new organizations within the school space as being democratic. Among the found results, one can verify that the existence of conditioners for democratic participative management in the school community and for the practice of Popular Education of the Field is linked to the system being the potentializer to its overcoming in the the union of the subjects engaged in the construction of a emancipatory educational and societal Project through dialogue.

Made available in DSpace on 2016-04-27T14:31:07Z (GMT). No. of bitstreams: 1 Ernandes de Queiroz Pereira.pdf: 1230308 bytes, checksum: 6ecab91f6897dc59cc16c55770eb3796 (MD5) Previous issue date: 2013-05-28 / Fundação Ford / This research presents an analysis of the process of education in the context of the Movement of Landless Rural Workers - MST, with respect to a design education grounded in the pedagogical critical thinking / emancipatory. This design inspired by the ideas of Marx, Gramsci and the Pedagogy of the Oppressed by Paulo Freire seeks to accomplish through educational processes of dialogical action, as the generating principle of the teaching-learning meaningful. This make reasoned educational practices of popular education arising from subjects' own existential situations encourages political action organization, struggle and emancipation of the popular sectors of society. In this process, the educational action articulates drawn between knowledge and reality, favoring liberating educational experiences. Thus, our research aims at analyzing the relationship between the practices of popular education and cultivation of utopian realism of rural settlements in areas conquered by organizing the MST in Cariri of Paraíba. We seek to argue that the training in array of popular education conducted by the social movement is rooted in the community as vai creating new ways to reinvent and build a knowledge social / political in their everyday relationships. For possible answers to our research goals, we adopted the proposed methodology, which fits the qualitative character, based on secondary sources such as bibliographic queries and documents, and primary sources through field research with semi-structured interviews and participant observation. The choice of semi-structured interviews and the participant observation is justified because they have proved instruments fostering dialogue between the researcher and the research subjects, as well as the researcher's own participation in activities performed at the site of research favors the understanding of lived experiences in daily practice settlements. Our analysis has identified that as the MST instance of worker organization helps to develop a more questioning thinking about the problems of reality, and partly to its revolutionary utopia, despite the constraints imposed by the structure of capitalism and the theoretical limits / critical of the settlers points to the possibility of new advances. It was possible to observe changes in social relationships and work in the settlements, in which workers and to discuss and seek to resolve internal problems also participate in other spheres of relationships outside the settlements. Given the conflicts, contradictions and limits involving the utopian project and reality finds the need to advance the articulation of theory and practice as foundational condition to effectively implement a counter-hegemonic movement / A presente pesquisa apresenta uma análise sobre o processo de educação no contexto do Movimento dos Trabalhadores Rurais Sem Terra - MST, no que tange a um projeto de educação alicerçado nas matrizes pedagógicas de pensamento crítico/emancipatório. Esta concepção inspirada nas ideias de Marx, Gramsci e na Pedagogia do Oprimido de Paulo Freire busca realizar processos educativos através da ação dialógica, como princípio gerador do processo de ensino-aprendizagem significativo. Este fazer educativo fundamentado nas práticas de educação popular decorrentes das próprias situações existenciais dos sujeitos estimula ações políticas de organização, de luta e emancipação dos setores populares da sociedade. Nesse processo, a ação educativa se articula entre o saber elaborado e a realidade, favorecendo experiências educativas libertadoras. Assim, a nossa pesquisa tem como objetivo geral analisar a relação entre as práticas de educação popular e o cultivo do realismo utópico nas áreas de assentamentos rurais conquistadas através da organização do MST no Cariri da Paraíba. Procuramos argumentar que a formação desenvolvida na matriz de educação popular conduzida pelo movimento social é enraizada na comunidade à medida que vai criando novas formas de reinventar e constituir um saber social/político em suas relações cotidianas. Para obter possíveis respostas aos nossos objetivos de pesquisa, adotamos a proposta metodológica que se inscreve no caráter qualitativo, apoiada em fontes secundárias, como levantamento bibliográfico e consultas a documentos; e em fontes primárias através de pesquisa de campo com entrevista semiestruturada e observação participante. A opção pela entrevista semiestruturada e pela observação participante é justificada por se revelarem instrumentos que favorecem o diálogo entre os sujeitos da pesquisa e o pesquisador, assim como a própria participação do pesquisador em atividades realizadas no local da pesquisa favorece a compreensão das experiências práticas vivenciadas no cotidiano dos assentamentos. A nossa análise identificou que O MST como instância de organização dos trabalhadores contribui para desenvolver um pensamento mais questionador sobre os problemas da realidade, e em parte a sua utopia revolucionária, apesar dos limites impostos pela estrutura do capitalismo e pelos limites teórico/críticos dos assentados aponta possibilidade de novos avanços. Foi possível constatar mudanças nas relações sociais e de trabalho nos assentamentos, nas quais os trabalhadores além de discutir e procurar resolver problemas internos também participam de outras esferas de relações fora dos assentamentos. Diante dos conflitos, das contradições e dos limites que envolvem o projeto utópico e a realidade constata-se a necessidade de avançar na articulação da teoria com a prática como condição fundante para efetivamente concretizar um movimento contra-hegemônico

<p>By their very nature, attempts by civil society organizations to promote democracy abroad involve cooperation and contact across the borders of nation states. The dissemination of the ideas and practices of the promoters is often essential; in the case of Swedish democracy promotion, popular education or folkbildning has been important.</p><p>This thesis investigates the dissemination of ideas and practices by civil society organizations in Sweden and Estonia in the field of popular education. More specifically, a number of projects run by member organizations of the Swedish study association ABF (Workers’ Educational Association) and member organizations of the Estonian AHL (Open Education Association) are studied. These projects are also part of democracy-promoting activities whose funding comes mainly from Swedish donor agencies. The thesis aims to understand not only what has been spread but also how ideas and practices have been translated to fit the Estonian context. The primary theoretical concept used is therefore translation, even though one aim of the thesis is to systematize the field of study concerning processes of dissemination and to enrich the concept of translation with the aid of previous work on diffusion and socialization.</p><p>The main contribution of the thesis consists of the in-depth study of cooperation between Swedish and Estonian popular education organizations. It also contributes to the theoretical development of the concept of translation by identifying different phases in this kind of process and important elements of these phases. Popular education is an important part of Swedish democracy promotion and this study also contributes to this rather undertheorized subject, and also to the discussions of transnational civil society cooperation, by demonstrating an analytical framework that can be of use in future research into these issues.</p>

By their very nature, attempts by civil society organizations to promote democracy abroad involve cooperation and contact across the borders of nation states. The dissemination of the ideas and practices of the promoters is often essential; in the case of Swedish democracy promotion, popular education or folkbildning has been important. This thesis investigates the dissemination of ideas and practices by civil society organizations in Sweden and Estonia in the field of popular education. More specifically, a number of projects run by member organizations of the Swedish study association ABF (Workers’ Educational Association) and member organizations of the Estonian AHL (Open Education Association) are studied. These projects are also part of democracy-promoting activities whose funding comes mainly from Swedish donor agencies. The thesis aims to understand not only what has been spread but also how ideas and practices have been translated to fit the Estonian context. The primary theoretical concept used is therefore translation, even though one aim of the thesis is to systematize the field of study concerning processes of dissemination and to enrich the concept of translation with the aid of previous work on diffusion and socialization. The main contribution of the thesis consists of the in-depth study of cooperation between Swedish and Estonian popular education organizations. It also contributes to the theoretical development of the concept of translation by identifying different phases in this kind of process and important elements of these phases. Popular education is an important part of Swedish democracy promotion and this study also contributes to this rather undertheorized subject, and also to the discussions of transnational civil society cooperation, by demonstrating an analytical framework that can be of use in future research into these issues.

During the last two decades, the elementary, - secondary-, and upper secondary schools of especially Europe and USA have gone through a change. From being formed in the post war time and, in Europe, very influenced by the ideas of social democracy, the school today has more and more come under the influences of neo liberalism, entrepreneurship and the political and economical situations during the late 1980´s. This undergraduate work brings up the changed discourses of education and knowledge in relation to the traditional free school system for adults in Sweden, the popular education, and especially in relation to folk high schools (folkhögskolor). By using, first and foremost, the idea of Norman Faircloughs critical discourse analysis (CDA) the rules and documents concerning the folk high schools are analyzed. The purpose of the paper is to identify and recognize the movement in the discourse to reach an understanding about the political situation for folk high schools in Sweden. In the end you can see that it is possible to define a similar development in discourse surrounding the popular education, as has been in the case with the elementary, - secondary-, and upper secondary schools.

No description available.