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Diverg?ncias inconcili?veis e pactua??es convenientes: elabora??o e implementa??o da pol?tica de educa??o do campo em munic?pios baianosCristo, Claudiano da Hora de 03 September 2015 (has links)
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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.
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Nära möten på distans : Tillitsfulla möten i digitala kurser i folkbildningen / Building trust in online courses in popular educationPersson, Katharina January 2021 (has links)
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.
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Upplevelser av det moderna : Modernitet, identitetsformering och diskussionsövningar på Wiks folkhögskola 1926–1934Flärd, Emma January 2022 (has links)
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.
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Skrivevenemang i folkbildningens anda : en kvalitativ studie av arrangörers syn på folkbildning och mångfald vid skrivevenemangLindell, Julia January 2022 (has links)
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.
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POSTCOLONIAL DISSENT SCENOGRAPHY: setting civic scene, building urban voice, new societies prototyping facilitation for Tensta.Otkalenko-Povalinska, Mariia January 2022 (has links)
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.
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[pt] A FORMAÇÃO DO PVNC - NÚCLEO VILA OPERÁRIA: UMA EXPERIÊNCIA DE INCLUSÃO EDUCACIONAL / [en] THE CONSTITUTION OF PVNC - CORE WORKERS VILLAGE: AN EDUCATIONAL INCLUSION EXPERIENCERENATO DOS SANTOS GOMES 03 May 2017 (has links)
[pt] O presente estudo busca compreender como se deu o processo de constituição e formação do Pré-Vestibular - núcleo Vila Operária - que se localiza no município de Nova Iguaçu (Rio de Janeiro) e também identificar as motivações de seus idealizadores que levaram o surgimento desse movimento social e a sua importância para a comunidade local. Os pré-vestibulares comunitários, especialmente o PVNC – Vila Operária, vêm desde a década de 1990 formando jovens da classe trabalhadora e principalmente negros, para ingressarem nas
Universidades públicas e privadas (com bolsas). A prioridade desse movimento social não é só favorecer uma classe menos privilegiada a ter uma disputa mais justa nos vestibulares, mas também formar um cidadão consciente e crítico dos valores da sociedade, qualificando-a assim para o mercado de trabalho e não para
uma reprodução capitalista da mais valia. A presente pesquisa utilizou o método qualitativo que busca informações relevantes sobre o PVNC – Vila Operária para assim levantar as questões pertinentes ao objeto proposto, foram utilizadas entrevistas com os protagonistas que militaram para a construção desse núcleo.
Além disso, a pesquisa buscou entender o conceito de cultura e cidadania oferecido pelo núcleo – Vila Operária e sua importância social, já que para o movimento essa disciplina pode contribuir para uma mobilidade social ascendente de seus alunos e para uma busca mais direcionada de seus direitos. As ações afirmativas debatidas dentro da disciplina cultura e cidadania como uma forma de reconhecimento de uma desigualdade imposta à população negra também compõem o campo de pesquisa dessa dissertação. / [en] This study aimed to understand how was the process of constitution and formation of the Pre – Vestibular - Vila Operária- which is located in Nova Iguaçu (Rio de Janeiro) and also identify the motivations of its founders that led the emergence of this social movement and its importance to the local community. Community pre-vestibular, especially PVNC - Workers Village, come from the 1990s training young working class and mostly black, to join in public and private universities (with Studentships). The priority of this social movement is not only favor a less privileged class to have a fairer dispute in the entrance, but also form
a conscious and critical citizens of the values of society, describing it as well for the labor market and not for a capitalist reproduction of surplus value. This research used the qualitative method that seeks relevant information about PVNC - Workers Village for just raise the relevant issues to the proposed object,
interviews were used with the protagonists who campaigned to build this core. In addition, the research sought to understand the concept of culture and citizenship offered by the core - Workers Village and its social importance, since for the motion this discipline can contribute to upward social mobility of their
students and for a more targeted search your rights. Affirmative action s discussed within the discipline culture and citizenship as a form of recognition of inequality imposed on black people also make up the field of research of this dissertation.
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Educação ambiental e mobilização social: formação de catadores na grande São Paulo / Environmental education and social mobilization : education of informal reciclers in the Metropolitan Region of Greater São PauloBaeder, Angela Martins 09 October 2009 (has links)
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.
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Construção do campo da educação popular no Brasil: história e repertóriosMarques, Mariana Pasqual 19 September 2008 (has links)
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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
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O processo de constituição das propostas político-pedagógicas da educação de adolescentes, jovens e adultos na rede municipal de educação de Goiânia no período de 1993 a 2016 / The process of constitution of the political-pedagogical proposals of education of adolescents, youth and adults in the municipal network of education of Goiânia from 1993 to 2016Avelar, Glaucia Maria Morais França 29 November 2017 (has links)
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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.
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A práxis artístico-cultural da ONG Rádio Margarida: uma história de linguagens artísticas e meios de comunicação social, a serviço da educação popularPancera, Osmar 25 May 2009 (has links)
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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
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