Danilo R. Streck

Entre emancipação e regulação: (des)encontros entre educação popular e movimentos sociais

The article analyzes the double face of popular education in its relation with social movements in Latin America, functioning both as subsidiary and as their promoter. In this sense, one can say that popular education is the pedagogical expression of social movements and, as such, is an ally in the struggle for political and civil rights. At the same time, popular education, as a pedagogical process, fulfils a formative and directive role within society and for the very social movements. In this article, emphasis is placed on analysis of the changes in the relation between popular education and social movements, especially after 1990, when new forms of regulation and control are developed. Two related themes are highlighted in this study: the territories of resistance and their respective pedagogies, and the quest for new forms of governance and their implications for popular education.Este articulo analiza la faz dupla de la educacion popular en su relacion con los movimientos sociales en America Latina, como subsidiaria y promotora de estos. Por un lado, se puede decir que la educacion popular es la expresion pedagogica de los movimientos y como tal esta aliada en la conquista de los derechos politicos y civiles. Al mismo tiempo, como proceso pedagogico, ella es tambien una instancia formadora y orientadora de la sociedad y de los propios movimientos sociales. Se estudian las mudanzas en las relaciones entre la educacion popular y los movimientos sociales especialmente a partir de la decada de 1990, cuando entran en escena nuevas formas de regulacion y control. Son destacados dos temas en este estudio: los territorios de resistencia y las respectivas pedagogias, y la cuestion de la nueva gobernabilidad y las implicaciones para la educacion popular.

Da pedagogia do oprimido às pedagogias da exclusão: um breve balanço crítico

ABSTRACT : This paper analyzes some shifts in pedagogical prac-tices that correspond to the conceptual changes that have oc-curred in the last four decades, more precisely since the pedagogyof the oppressed was formulated, at the end of 1960s. It pro-poses a brief review of social exclusion, especially in terms of itsimplications for educational practices and policies, relating it tothree explicative axes identified as: the pedagogical consensus;the semantic dislocation from oppression to hegemony, and; thecritique of modernity and the post modern theories. It is arguedthat the social exclusion-social inclusion pair is relevant to de-nounce the multiple forms of inequalities and, as an instrument,to implement social policies. Paradoxically, these very aspects con-stitute its limits when it comes to projecting possibilities to trans-form the excluding social organization. Key words : Social exclusion. Paulo Freire. Pedagogical practice.Pedagogy of exclusion. Pedagogy of the oppressed. Introducao

Knowledge and transformative social action: the encounter of selected traditions of participatory (action) research

The argument in this paper is that action and participatory research developed within the context of social and political movements aimed at promoting democratic relationships and institutions represents a methodological strategy for deconstructing and reconstructing the hegemonic perspective of knowledge and knowledge production. After a brief reflection about the place of social transformation in todays social practice, especially in education, the paper looks at selected traditions of action and participatory research from Europe [England (Tavistock), Scandinavia and Germany] and Latin America (Colombia and Brazil). These experiences, whilst attending to particular social conditions, can be seen as attempts to develop knowledge that promotes and strengthens a shared world view that aims at social justice and recognition of differences.

José Martí e a educação popular: um retorno às fontes

Este artigo apresenta uma leitura de Jose Marti como fonte historica da educacao popular na America Latina. Parte-se do pressuposto de que nao pode haver uma verdadeira refundamentacao sem o retorno aquilo que sejam momentos, ideias ou principios fundantes da educacao popular. Apos situar brevemente o pensamento e a obra de Jose Marti, caracteriza-se o conceito de educacao popular como educacao do povo, no sentido de educacao universal. Num outro nivel, busca-se identificar na obra de Marti tracos da educacao popular como um movimento politico-pedagogico que se configura especialmente a partir da segunda metade do seculo passado. A premissa e que, num dado momento, educacao do povo e educacao popular deixam de ser termos equivalentes e que, em Jose Marti, temos elementos para pensar esses dois termos de forma dialetica, num movimento de recriacao de uma pratica que, embora cindida pelas contingencias historicas, e unica. Sao identificados em sua obra quatro principios da educacao popular: a valorizacao da pluralidade de saberes; a relacao interpessoal como ambiente para o aprender-ensinar e base para a transformacao social; o conhecimento da realidade a partir de uma perspectiva emancipatoria como ato politico; e a educacao como processo autoformativo da sociedade.

Lugares da participação e formação da cidadania

O artigo tem como hipotese que a participacao corre o risco de ineficacia por se perder nos multiplos canais e formas de participacao que raramente se comunicam entre si. O conhecimento e a analise dos lugares de participacao, como um complexo conjunto de relacoes e estruturas, pode contribuir para 1) evidenciar os limites e as possibilidades de cada uma delas e 2) para a formacao de uma cidadania ativa. Faz-se uma breve argumentacao em torno das compreensoes de participacao e controle social para em seguida apresentar um mapeamento de possibilidades de participacao atraves das quais se manifesta e forma a cidadania: o voto, as manifestacoes publicas, os movimentos sociais, as associacoes, as redes, os foruns da sociedade civil, as conferencias e a gestao participativa. O estudo dedica um espaco especial para o papel dos conselhos pelas atribuicoes que lhe cabem constitucionalmente em termos de participacao e controle social. Palavras-chave: Participacao; Controle social; Democracia; Formacao; Cidadania.

O Fórum Social Mundial e a agenda da educação popular

This article presents a reading of the III World Social Forum, based on a popular education perspective. It deals initially with the goals and the dynamic of the Forum and then identifies themes which restructure the agenda for popular education. The first of these refers to the need and the possibility of popular education being discussed internationally. The second deals with the plurality of contributions and the consequent epistemological and methodological challenges. Finally some of the emerging or recurrent themes are identified based on the 1,286 workshops offered during the Forum.

A educação popular e a (re)construção do público: há fogo sob as brasas?

The main purpose of this article is to situate popular education within the context of the reconstruction of the public sphere in Latin America. It is argued, after returning to the social and pedagogical locations where popular education originated, that a distinctive trait of popular education is the notion of search itself, in the same sense that the Latin American identity itself constitutes a similar space of possibilities. This is followed by an analysis of some clandestine pedagogical strategies, thus understood since they are characterized respectively as absence or for what is hidden by hegemonic pedagogical theory: pedagogy of survival, of resistance, and of relation. At the end there is an allusion to the image of the labyrinth for defining the perplexities - past and present - of popular education.O artigo busca situar a educacao popular no contexto da reconstrucao da esfera publica na America Latina. A partir da volta as suas origens para identificar o lugar social e os espacos pedagogicos nos quais a educacao popular se originou, argumenta que um traco distintivo dela e a propria busca, no mesmo sentido em que a identidade latino-americana se constitui como esse lugar de possibilidades. Analisa a seguir algumas estrategias pedagogicas clandestinas, assim entendidas por se caracterizarem como ausencia ou ocultamento, respectivamente: pedagogia da sobrevivencia, da resistencia e da relacao. No final, retorna a imagem do labirinto para definir as perplexidades - historicas e atuais - da educacao popular.

Pesquisa em educação: os movimentos sociais e a reconstrução epistemológica num contexto de colonialidade

O artigo busca explicitar aspectos da epistemologia que embasam uma acao investigativa coerente com a educacao emancipadora na America Latina. O pano de fundo a partir do qual se desenham alternativas para o conhecimento e a transformacao da realidade e constituido pelas discussoes sobre a colonialidade. A historia revela que, junto com a subserviencia epistemica, houve e continua havendo um movimento contra-hegemonico que valoriza nao so os saberes autoctones, mas tambem as distintas formas de conhecer. Adota-se o conceito epistemologias do Sul, de Boaventura de Sousa Santos, para designar as expressoes historicamente tornadas invisiveis e que encontram multiplas maneiras de sobreviver, resistir e expressar-se. Apos a retomada historica de cunho filosofico-epistemologico com o intuito de contribuir para a reconstrucao e a ampliacao do quadro de referencia teorico, discute-se o papel dos movimentos sociais na America Latina como espaco de genese da educacao popular e de formas de pesquisa participativa que podem continuar inspirando praticas investigativas transformadoras. Argumenta-se que os movimentos sociais, em que pese sua heterogeneidade politica e ideologica, podem conter potencialidades teoricas capazes de constituir um lugar epistemologico de avaliacao critica das correntes ideologicas do Norte, oportunizar a disputa na interpretacao das realidades e impulsionar metodologias de pesquisa participativas e promotoras de cidadania.

Towards a Pedagogy of a New Social Contract: Lessons from the Participatory Budget in the State of Rio Grande do Sul (Brazil).

The paper analyses the pedagogical dimension of the process of Participatory Budgeting in the State of Rio Grande do Sul (Brazil), taking into consideration the local and regional culture as well as the wider political milieu. The question this paper engages with is whether, in this social movement involving around 400, 000 people in 2001, there are signs that a new form of education is emerging geared towards the production of a new social contract. The background of the discussion is the political–pedagogical works of Jean‐Jacques Rousseau and Paulo Freire. Their respective pedagogical approaches might be taken as particular signals of, on the one hand, the creation of the modern social contract and on the other the basis for a search for a new contract.The paper analyses the pedagogical dimension of the process of Participatory Budgeting in the State of Rio Grande do Sul (Brazil), taking into consideration the local and regional culture as well as the wider political milieu. The question this paper engages with is whether, in this social movement involving around 400, 000 people in 2001, there are signs that a new form of education is emerging geared towards the production of a new social contract. The background of the discussion is the political–pedagogical works of Jean‐Jacques Rousseau and Paulo Freire. Their respective pedagogical approaches might be taken as particular signals of, on the one hand, the creation of the modern social contract and on the other the basis for a search for a new contract.

Emotions in the history of Latin American popular education: constructions for a thinking-feeling pedagogy

The purpose of this paper is to identify the presence of emotions in the constitution of popular education in Latin America, thus contributing to understand popular education as a thinking-feeling practice. It starts from the assumption that emotions are also historical and cultural expressions that mark societies and their understanding of education. In the chronicles of Guaman Poma de Ayala, one can see signs of the resistance to the conquest and of the ambivalence that characterizes coloniality; in Juana Inés de la Cruz, one hears the voice of a woman who breaks the silence; in Paulo Freire, lovingness and indignation are constitutive elements of his liberating pedagogy. In history, some emotions, such as honour, lose their strength or have their meaning changed; others, such as solidarity and insurgency, appear as possibilities of transformation in new times. The study attempts to contribute to the understanding of the complex relation between rationality and emotions in education.