Twenty-first century school is having a unique transformation; The staging of the technological (in generic terms) and smartphones (in particular terms), triggered the emergence of new realities whose main features were constituted, in the last decades, in the scholar field. In this matter, scientific discourse has been producing some enunciative regularities in smartphone-school thematic intersection, a topoi, which has come to define the boundaries of the enunciable / thinkable in the framework of that particular field of knowledge that merges the technological with the academics. In that sense, this work examine, through the Critical Discourse Analysis (CDA), 28 articles that are part of the database of the Red de Revistas Científicas de América Latina y el Caribe (REDALYC). The discursive regularities that typify the thematic intersection smartphone-school (object of interest) were identified, outlining, in a preliminary way, the enunciative field instrumental-utilitarian from which knowledge-power relations are constituted through which the scientific-scholar has been thinking, stating, the thematic axis under consideration.
{"title":"El Smartphone en el campo escolar: análisis del discurso científico producido en los artículos que reposan en la base de datos de la Red de Revistas Científicas de América Latina y el Caribe, España y Portugal (REDALYC)","authors":"R. González, María Helena Silveira Bonilla","doi":"10.5902/1984644453236","DOIUrl":"https://doi.org/10.5902/1984644453236","url":null,"abstract":"Twenty-first century school is having a unique transformation; The staging of the technological (in generic terms) and smartphones (in particular terms), triggered the emergence of new realities whose main features were constituted, in the last decades, in the scholar field. In this matter, scientific discourse has been producing some enunciative regularities in smartphone-school thematic intersection, a topoi, which has come to define the boundaries of the enunciable / thinkable in the framework of that particular field of knowledge that merges the technological with the academics. In that sense, this work examine, through the Critical Discourse Analysis (CDA), 28 articles that are part of the database of the Red de Revistas Científicas de América Latina y el Caribe (REDALYC). The discursive regularities that typify the thematic intersection smartphone-school (object of interest) were identified, outlining, in a preliminary way, the enunciative field instrumental-utilitarian from which knowledge-power relations are constituted through which the scientific-scholar has been thinking, stating, the thematic axis under consideration.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neste texto argumenta-se sobre a articulacao entre as modalidades de educacao formal, nao formal e informal, sendo que esta relacao se torna coerente nas biografias de sujeitos inscritas em contextos historicos especificos. Relaciona-se esta articulacao com a necessaria ligacao entre a auto, hetero e ecoformacao, quando se discutem aprendizagens desenvolvidas. Depois de uma discussao de caracter teorico, sao analisadas duas autobiografias que se inscrevem no contexto da emigracao portuguesa em Franca, nas quais os sujeitos relatam momentos-chave de educacao e formacao. Este debate permite responder a questao: como e que a auto, a hetero e a ecoformacao se traduzem em aprendizagens? A analise de conteudo e a tecnica de discussao de dados usada. A interpretacao dos dados recolhidos enfatiza a circunstância da educacao e a formacao, resultantes de dinâmicas individuais e coletivas, permitirem desenvolver conhecimentos que enfatizam saber aprender, saber compreender e saber projetar-se.
{"title":"A complementaridade entre educação (formal, não formal e informal) e (auto, hetero e eco) formação: uma discussão a partir de autobiografias","authors":"P. Guimarães, Clarisse Faria-Fortecoëf","doi":"10.5902/1984644461311","DOIUrl":"https://doi.org/10.5902/1984644461311","url":null,"abstract":"Neste texto argumenta-se sobre a articulacao entre as modalidades de educacao formal, nao formal e informal, sendo que esta relacao se torna coerente nas biografias de sujeitos inscritas em contextos historicos especificos. Relaciona-se esta articulacao com a necessaria ligacao entre a auto, hetero e ecoformacao, quando se discutem aprendizagens desenvolvidas. Depois de uma discussao de caracter teorico, sao analisadas duas autobiografias que se inscrevem no contexto da emigracao portuguesa em Franca, nas quais os sujeitos relatam momentos-chave de educacao e formacao. Este debate permite responder a questao: como e que a auto, a hetero e a ecoformacao se traduzem em aprendizagens? A analise de conteudo e a tecnica de discussao de dados usada. A interpretacao dos dados recolhidos enfatiza a circunstância da educacao e a formacao, resultantes de dinâmicas individuais e coletivas, permitirem desenvolver conhecimentos que enfatizam saber aprender, saber compreender e saber projetar-se.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49380661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O proposito deste artigo e compreender a reducao das matriculas na Educacao de Jovens e Adultos (EJA) no ensino medio na ultima decada. Especificamente, investiga a oferta de EJA/ensino medio no Brasil, de 2009 a 2019, relacionando-a com alguns dos suportes que guiaram as politicas publicas para a modalidade nessa etapa da educacao basica: a forma de lidar com a demanda, a flexibilizacao do tipo de oferta e a ampliacao da certificacao. Em seguida, analisa algumas das implicacoes dessas politicas para a educacao da classe trabalhadora, em um periodo que abarca a crise e o colapso da ideologia neodesenvolvimentista e a ascensao dos ultraliberais ao poder. Com base nos dados quantitativos, em documentos oficiais e na literatura especializada, busca desvelar alguns dos aspectos da correlacao de forcas responsaveis pela reducao e pela estagnacao das matriculas na EJA/ensino medio no periodo, que resultaram no fortalecimento de acoes educacionais como, por exemplo, elaborar e/ou aprimorar exames nacionais. O itinerario das politicas publicas constituido nessa correlacao de forcas demonstrou que tais acoes incentivaram a certificacao, potencializando o mercado da educacao nao formal. Conclui-se, portanto, que, seja por meios como o Exame Nacional do Ensino Medio (Enem) ou o Exame Nacional para Certificacao de Competencias de Jovens e Adultos (Encceja), o neoliberalismo e o neodesenvolvimentismo contribuiram para esvaziar o direito a escolarizacao de ensino medio de jovens e adultos da classe trabalhadora e fortaleceram os vinculos do potencial estudante da EJA com a educacao nao formal e, em sentido mais amplo, com o mercado de certificacao.
{"title":"As matrículas na Educação de Jovens e Adultos no Ensino Médio em meio à crise da ideologia neodesenvolvimentista","authors":"J. Ventura, F. Oliveira","doi":"10.5902/1984644461413","DOIUrl":"https://doi.org/10.5902/1984644461413","url":null,"abstract":"O proposito deste artigo e compreender a reducao das matriculas na Educacao de Jovens e Adultos (EJA) no ensino medio na ultima decada. Especificamente, investiga a oferta de EJA/ensino medio no Brasil, de 2009 a 2019, relacionando-a com alguns dos suportes que guiaram as politicas publicas para a modalidade nessa etapa da educacao basica: a forma de lidar com a demanda, a flexibilizacao do tipo de oferta e a ampliacao da certificacao. Em seguida, analisa algumas das implicacoes dessas politicas para a educacao da classe trabalhadora, em um periodo que abarca a crise e o colapso da ideologia neodesenvolvimentista e a ascensao dos ultraliberais ao poder. Com base nos dados quantitativos, em documentos oficiais e na literatura especializada, busca desvelar alguns dos aspectos da correlacao de forcas responsaveis pela reducao e pela estagnacao das matriculas na EJA/ensino medio no periodo, que resultaram no fortalecimento de acoes educacionais como, por exemplo, elaborar e/ou aprimorar exames nacionais. O itinerario das politicas publicas constituido nessa correlacao de forcas demonstrou que tais acoes incentivaram a certificacao, potencializando o mercado da educacao nao formal. Conclui-se, portanto, que, seja por meios como o Exame Nacional do Ensino Medio (Enem) ou o Exame Nacional para Certificacao de Competencias de Jovens e Adultos (Encceja), o neoliberalismo e o neodesenvolvimentismo contribuiram para esvaziar o direito a escolarizacao de ensino medio de jovens e adultos da classe trabalhadora e fortaleceram os vinculos do potencial estudante da EJA com a educacao nao formal e, em sentido mais amplo, com o mercado de certificacao.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":"46 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71232789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O presente artigo apresenta resultados de pesquisa que teve como objetivo investigar as necessidades formativas de professores da EJA que atuam em salas de aula de unidades de privação de liberdade. Insere-se no entrecruzamento das temáticas de formação continuada, docência e educação, fundamentada na Pedagogia Libertadora de Paulo Freire. Trata-se de pesquisa de natureza qualitativa na perspectiva dialógica da observação participante em reuniões formativas com os professores e de entrevistas narrativas. Após a coleta e organização dos dados em notas de campo, recorreu-se à análise de conteúdo, utilizando-se dos passos sugeridos por Bardin (2016): pré-análise; exploração do material; tratamento dos resultados, inferência e interpretação. Emergiram com base nos indicadores de frequência dois focos de análise do estudo: os dizeres dos professores sobre a formação continuada e as expectativas de aprendizagem dos docentes. Elegeram-se para as reflexões deste artigo os dizeres dos professores para a busca da formação continuada e que indicam a melhoria da prática educativa, novos conhecimentos e a permanência ou ascensão no mercado de trabalho. Os professores sinalizam como referenciais específicos para a docência nas salas de aula de unidades prisionais o amor e o sonho, que, compartilhados nos encontros formativos, potencializam o compromisso e engajamento para dar continuidade, apesar dos desafios e condições objetivas e subjetivas do trabalho, à atividade docente com pessoas momentaneamente afastadas do convívio social.
{"title":"Formação continuada de professores para as escolas em unidades de privação de liberdade","authors":"Luciana Ferreira da Silva Moraes, E. Onofre","doi":"10.5902/1984644461420","DOIUrl":"https://doi.org/10.5902/1984644461420","url":null,"abstract":"O presente artigo apresenta resultados de pesquisa que teve como objetivo investigar as necessidades formativas de professores da EJA que atuam em salas de aula de unidades de privação de liberdade. Insere-se no entrecruzamento das temáticas de formação continuada, docência e educação, fundamentada na Pedagogia Libertadora de Paulo Freire. Trata-se de pesquisa de natureza qualitativa na perspectiva dialógica da observação participante em reuniões formativas com os professores e de entrevistas narrativas. Após a coleta e organização dos dados em notas de campo, recorreu-se à análise de conteúdo, utilizando-se dos passos sugeridos por Bardin (2016): pré-análise; exploração do material; tratamento dos resultados, inferência e interpretação. Emergiram com base nos indicadores de frequência dois focos de análise do estudo: os dizeres dos professores sobre a formação continuada e as expectativas de aprendizagem dos docentes. Elegeram-se para as reflexões deste artigo os dizeres dos professores para a busca da formação continuada e que indicam a melhoria da prática educativa, novos conhecimentos e a permanência ou ascensão no mercado de trabalho. Os professores sinalizam como referenciais específicos para a docência nas salas de aula de unidades prisionais o amor e o sonho, que, compartilhados nos encontros formativos, potencializam o compromisso e engajamento para dar continuidade, apesar dos desafios e condições objetivas e subjetivas do trabalho, à atividade docente com pessoas momentaneamente afastadas do convívio social.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71232807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present essay has as its reflexive axis the relationship between the State and education from the problematization of public policies under the neoliberal imprint, the crisis it is going through and its general and specific implications, in a specific scenario such as the context Venezuelan. For this purpose, it investigates the situation of the world-system governed by a kind of ordered chaos in which the cultural and material hegemony of neoliberalism has plunged it. This crisis has had asymmetrically adverse impacts in the region and, specifically, in Venezuela; where despite the unilateral coercive blocking measures imposed by the Obama administration and increased by the current administration of Donald Trump, plus the colonized submission of most of the countries that are under the orbit of the Organization of American States (OAS) to the Washington's interference policy committed to the policy of “regime change”, the country has maintained the project of structural transformation of Venezuelan society, with the Constitution of the Bolivarian Republic of Venezuela and the Plan de la Patria (2019 – 2025) as teleological and programmatic referents of the project of public policies that guarantee economic, political, social and cultural rights, among them that of education.
{"title":"Estado y educación en tiempos de la crisis neoliberal: Venezuela, un espacio de resistencia","authors":"S. C. Ruíz","doi":"10.5902/1984644461900","DOIUrl":"https://doi.org/10.5902/1984644461900","url":null,"abstract":"The present essay has as its reflexive axis the relationship between the State and education from the problematization of public policies under the neoliberal imprint, the crisis it is going through and its general and specific implications, in a specific scenario such as the context Venezuelan. For this purpose, it investigates the situation of the world-system governed by a kind of ordered chaos in which the cultural and material hegemony of neoliberalism has plunged it. This crisis has had asymmetrically adverse impacts in the region and, specifically, in Venezuela; where despite the unilateral coercive blocking measures imposed by the Obama administration and increased by the current administration of Donald Trump, plus the colonized submission of most of the countries that are under the orbit of the Organization of American States (OAS) to the Washington's interference policy committed to the policy of “regime change”, the country has maintained the project of structural transformation of Venezuelan society, with the Constitution of the Bolivarian Republic of Venezuela and the Plan de la Patria (2019 – 2025) as teleological and programmatic referents of the project of public policies that guarantee economic, political, social and cultural rights, among them that of education.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":"19 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71232683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O artigo tem como objetivo analisar de que forma o Manual Escolar, como recurso material central do processo educativo, se tem adaptado às alterações curriculares introduzidas em Portugal com a publicação de nova legislação relacionada com as aprendizagens escolares e a formação integral dos/as alunos/as ao terminar a escolaridade obrigatória. Procurou-se conhecer a visão dos professores e professoras sobre a forma como as alterações curriculares foram (ou não) acompanhadas por uma reformulação dos manuais escolares no sentido de responder aos novos desafios colocados a docentes e discentes. A recolha de dados sobre a perceção dos/das docentes foi realizada mediante a utilização de inquéritos por questionário. Os resultados preliminares apontam para a existência de algum desfasamento entre as novas indicações curriculares e os manuais escolares que suportam o trabalho de docentes e discentes. Com efeito, a nova legislação relacionada com as aprendizagens escolares e a formação integral dos discentes não inclui uma nova visão e uso do manual escolar no sentido de responder às novas exigências do sistema educativo nacional. Apresentam-se algumas recomendações com base nas necessidades detetadas pelos/as docentes.
{"title":"Manual Escolar e mudanças curriculares em Portugal: percepção dos docentes de Geografia","authors":"M. H. Esteves","doi":"10.5902/1984644460850","DOIUrl":"https://doi.org/10.5902/1984644460850","url":null,"abstract":"O artigo tem como objetivo analisar de que forma o Manual Escolar, como recurso material central do processo educativo, se tem adaptado às alterações curriculares introduzidas em Portugal com a publicação de nova legislação relacionada com as aprendizagens escolares e a formação integral dos/as alunos/as ao terminar a escolaridade obrigatória. Procurou-se conhecer a visão dos professores e professoras sobre a forma como as alterações curriculares foram (ou não) acompanhadas por uma reformulação dos manuais escolares no sentido de responder aos novos desafios colocados a docentes e discentes. A recolha de dados sobre a perceção dos/das docentes foi realizada mediante a utilização de inquéritos por questionário. Os resultados preliminares apontam para a existência de algum desfasamento entre as novas indicações curriculares e os manuais escolares que suportam o trabalho de docentes e discentes. Com efeito, a nova legislação relacionada com as aprendizagens escolares e a formação integral dos discentes não inclui uma nova visão e uso do manual escolar no sentido de responder às novas exigências do sistema educativo nacional. Apresentam-se algumas recomendações com base nas necessidades detetadas pelos/as docentes.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents to the reader a reflection on the Reading teaching in EJA, that focuses on the didactic mediations experienced in a reading class. This research is part of a qualitative, collaborative-based research (IBIAPINA, 2008), carried out in public schools of Maceio, and developed as part of Observatorio Alagoano de Leitura em EJA (2011 to 2015) project, financed by the Coordination for the Improvement of Higher Education Personnel (Capes). Along the way, dialogues about the teaching of Reading and didactics/practices developed in the classroom were provided, considering the profile of the students, their stories and reading needs, and understanding reading as a social practice that happens everywhere: in life, at work and in various literacy agencies, including the school. Further in this article, the results showed that the classroom was set as a space for the exercise of students and the teacher autonomy, especially when they were able to appropriate the reality, capturing the pressures, changing them, and transforming them into unprecedented and unrepeatable everyday inventions.
{"title":"Mediações didáticas em uma aula de leitura na EJA – mulheres relendo suas realidades e o mundo","authors":"Marinaide Freitas, Valéria Campos Cavalcante","doi":"10.5902/1984644460844","DOIUrl":"https://doi.org/10.5902/1984644460844","url":null,"abstract":"This paper presents to the reader a reflection on the Reading teaching in EJA, that focuses on the didactic mediations experienced in a reading class. This research is part of a qualitative, collaborative-based research (IBIAPINA, 2008), carried out in public schools of Maceio, and developed as part of Observatorio Alagoano de Leitura em EJA (2011 to 2015) project, financed by the Coordination for the Improvement of Higher Education Personnel (Capes). Along the way, dialogues about the teaching of Reading and didactics/practices developed in the classroom were provided, considering the profile of the students, their stories and reading needs, and understanding reading as a social practice that happens everywhere: in life, at work and in various literacy agencies, including the school. Further in this article, the results showed that the classroom was set as a space for the exercise of students and the teacher autonomy, especially when they were able to appropriate the reality, capturing the pressures, changing them, and transforming them into unprecedented and unrepeatable everyday inventions.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":"46 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71232569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pollyana dos Santos, M. H. L. F. Laffin, S. M. Haracemiv
This article intends to make a theoretical articulation about the perceptions of the subjects of the EJA and the elaboration of didactic materials used in the pedagogical mediations in this modality of teaching. The approach brought in this paper is an unfolding of a state of knowledge research that aimed to identify the main theoretical and methodological foundations in the productions resulting from researching the field of Education for Youth and Adult in Brazil that deal with student subjects. From this survey, other dialogues have become possible and they organized themselves on the issue for the discussion developed here: how the perceptions about student subjects influence the choice and / or production of didactic materials used in pedagogical mediations in the EJA? The proposed theoretical articulation allowed us to realize that the understanding about the subjects with whom one works in the Education for Young and Adults and the comprehension of how young people and adults learn, influence not only the choice, but also the production and the policies of distribution of teaching materials that corroborate with a perception about the subjects.
{"title":"As percepções sobre os sujeitos da EJA e os materiais didáticos utilizados na mediação pedagógica na Educação de Jovens e Adultos","authors":"Pollyana dos Santos, M. H. L. F. Laffin, S. M. Haracemiv","doi":"10.5902/1984644461367","DOIUrl":"https://doi.org/10.5902/1984644461367","url":null,"abstract":"This article intends to make a theoretical articulation about the perceptions of the subjects of the EJA and the elaboration of didactic materials used in the pedagogical mediations in this modality of teaching. The approach brought in this paper is an unfolding of a state of knowledge research that aimed to identify the main theoretical and methodological foundations in the productions resulting from researching the field of Education for Youth and Adult in Brazil that deal with student subjects. From this survey, other dialogues have become possible and they organized themselves on the issue for the discussion developed here: how the perceptions about student subjects influence the choice and / or production of didactic materials used in pedagogical mediations in the EJA? The proposed theoretical articulation allowed us to realize that the understanding about the subjects with whom one works in the Education for Young and Adults and the comprehension of how young people and adults learn, influence not only the choice, but also the production and the policies of distribution of teaching materials that corroborate with a perception about the subjects.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":"71 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71232633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vilma Ribeiro de Almeida, Romilson Martins Siqueira
The present text discusses the relation between Popular Education and childhood, as social praxis, experienced by popular, determined by reality in a historical perspective. It was tried to seize them as social and historical constructs which take place in objective and subjective fields. This sense, it sought to problematize issues such as rights, citizenship and participation from the experience of Teenagers and Children Movement (MAC). Between what is proclaimed and what is made effective, this study covered legal sources (Statutes, Declarations), official documents of the movement, as well as listened to the subjects (children and adults) involved in the experience. The aims was to analyze the conceptions, principles and practices of popular education lived by children and adults from the socio-political-educational project of MAC, and to investigate how these values contribute to the recognition of the child as a subject of rights in the context of Popular Education This work summarizes its analysis by the making explicit that the exercise of construction of a critical education, especially of a popular education, must be permanently revisited. Although MAC is based on the principles of Popular Education, both this experience and others that are similarly called so must reconsider the status of childhood as a condition for the recognition of the child as a subject who has a voice and participation. This implies revisiting the place of the adult in their relationship with the child, from a dialogical, collaborative and political perspective. This presupposes a rupture with practices of a decorative participation towards a protagonist participation.
{"title":"Educação popular e infância: princípios, concepções e práticas educativas","authors":"Vilma Ribeiro de Almeida, Romilson Martins Siqueira","doi":"10.5902/1984644439376","DOIUrl":"https://doi.org/10.5902/1984644439376","url":null,"abstract":"The present text discusses the relation between Popular Education and childhood, as social praxis, experienced by popular, determined by reality in a historical perspective. It was tried to seize them as social and historical constructs which take place in objective and subjective fields. This sense, it sought to problematize issues such as rights, citizenship and participation from the experience of Teenagers and Children Movement (MAC). Between what is proclaimed and what is made effective, this study covered legal sources (Statutes, Declarations), official documents of the movement, as well as listened to the subjects (children and adults) involved in the experience. The aims was to analyze the conceptions, principles and practices of popular education lived by children and adults from the socio-political-educational project of MAC, and to investigate how these values contribute to the recognition of the child as a subject of rights in the context of Popular Education This work summarizes its analysis by the making explicit that the exercise of construction of a critical education, especially of a popular education, must be permanently revisited. Although MAC is based on the principles of Popular Education, both this experience and others that are similarly called so must reconsider the status of childhood as a condition for the recognition of the child as a subject who has a voice and participation. This implies revisiting the place of the adult in their relationship with the child, from a dialogical, collaborative and political perspective. This presupposes a rupture with practices of a decorative participation towards a protagonist participation.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":"46 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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