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This essay draws on the author's experiences teaching in the fall of 2020 and serving as associate director of the City University of New York's Transformative Learning in the Humanities initiative to propose and describe an "environmental" or "habitable pedagogy" for the twenty-first century. [ABSTRACT FROM AUTHOR]

This paper provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors – one from Colombia, the other from Brazil – which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses. [ABSTRACT FROM AUTHOR]

Preparatory popular courses play a crucial role in democratizing preuniversity education, especially for low-income students. These initiatives provide access to quality academic preparation that would often be out of reach for these students. A significant example is the implementation of inclusive activities, such as the use of tactile maps in Geography classes. These activities not only make learning more accessible but also promote a deep and meaningful understanding of the content. The collective construction of pedagogical materials involves active student participation, strengthening a sense of community and collaboration. This process facilitates learning geographical concepts and develops important cognitive, social, and emotional skills. By working together on creating these materials, students learn to value teamwork, communication, and critical thinking. This experience report in Geography classes at the "Cursinho Educação e Cidadania" of the Federal University of São Carlos (UFSCar) highlights how studying urban and environmental issues through cartography and inclusive methods, such as tactile maps, can transform learning and empower students. These approaches improve academic performance and contribute to the formation of more engaged and critical individuals. [ABSTRACT FROM AUTHOR]

This work is a presentation of the Experience of Culture Circles (CC) with women exposed to violence, from june to december 2021, in the city of Campinas, as a Care Strategy from the Perspective of Popular Health Education. As method, two cycles of CC were conducted, each cycle consisted of 8 meetings with women over 18 years old exposed to violence, residing in the northern district of the municipality. The initial, correlated, and central generative themes articulate violence in its different forms and also constitute frameworks of the participants' experience such as children, work, future, race, the Brazilian judicial system, women's health, and trust. The presence of the State in vulnerable territories proved to be ineffective, with inefficient public services, often acting as agents of different forms of violence and perpetuating social inequality. This inefficiency was also manifested in the narrative by the women participating in the study, who interpreted suffering related to violence as the result of each individual's personal responsibility. The culture circle proved to be a potential tool for the empowerment of participants, through the democratic sharing of knowledge and experiences about violence, becoming an emancipatory space of continuous learning, freedom, resistance, and affective constructions. [ABSTRACT FROM AUTHOR]

Carried out through an integrative literature review from 2013 to 2023, on the Capes and BVS platforms, this study aims to identify the relationship between popular education and social control in health, focusing on municipal health Councils as key agents. Inspired by the principles of Paulo Freire, popular education emerges as a practicaltheoretical perspective to empower councilors and the community, driving effective participation in the learning process. The reviewed literature highlights the relevance of the Councils but warns of distancing and excessive emphasis on administrative issues. Popular education emerges as a transformative action, empowering actors and strengthening active participation. Its principles, applied in the councils, contribute to a more critical, effective, and democratic performance. This study suggests the need for participatory and emancipatory approaches to strengthen the Unified Health System. [ABSTRACT FROM AUTHOR]

This essay examines the role of the institutional supporter in the Unified Health System, focusing on the characterization of their "doing" and the differentiation between the "educational" and "pedagogical" dimensions of their work at the School of Public Health of the State Health Department of Paraíba. This is a theoretical-practical-reflexive text, based on the practice in the territory and dialogue with different authors who approach the theme of Institutional Support and Popular Education. The institutional supporter's pedagogical and educational action is characterized by the mediation of processes, the promotion of dialogue and social participation, the construction of collective knowledge, and the search for solutions to the problems of the Unified Health System. Popular Education presents itself as an important theoretical-methodological framework for the development of a transformative and emancipatory "pedagogical action?. Finally, it is concluded that the institutional supporter does not occupy and should not restrict himself to occupying a "non-place" or a "between-place?, but rather that the "pedagogical and educational action" of the supporter should constitute his place in the structure of the Unified Health System and, if it does not yet exist, it must be built/instituted. [ABSTRACT FROM AUTHOR]

This paper is a written dialogue among four activists from the Emancipa Popular Education Movement in Brazil, following the principles of Freirean pedagogy as a 'circle of culture'. It delves into how popular knowledge can be experienced as popular power, narrating the history, struggles, and strategies employed by the Emancipa movement in their pursuit of democratizing Brazilian universities. The discussion is set within the context of Latin American structural inequalities and the issue of educational exclusion in Brazil. It emphasizes the vital role of contesting culture and knowledge as part of the movement's fight against social injustices perpetuated by peripheral capitalism, including racist violence and gender oppression. The paper adopts emancipatory pedagogy as the method to empower and mobilize grassroots efforts in this transformative endeavour. [ABSTRACT FROM AUTHOR]

Paulo Freire's concept of 'inédito viável' or untested feasibility, refers to the exploration of possibilities to transcend limiting situations and transform realities. In this paper, we examine how this idea is related to the counter-hegemonic pedagogical proposal of popular education by the Florestan Fernandes National School (ENFF), an organisation founded by the Landless Workers' Movement (MST) in Brazil. We argue that the ENFF is not just a set of techniques and methodologies but a formative process that runs through the concrete reality of the subjects involved in the struggle for societal change. We conclude by proposing that the 'inédito viável' that constitutes the ENFF gains meaning from a broad, collective, and dynamic vision of concrete utopia involving a clear and mobilising orientation towards the future, a strong sense of agency, reflection, experimentation, and praxis. [ABSTRACT FROM AUTHOR]

This paper provides a critical analysis of Freire's Italian reception and argues that reinventing Freire requires us to historicise and to contextualise his legacy, which in Italy makes sense in consonance with the already existing Italian popular education tradition. Based on the case study of his 1989 honorary degree at the University of Bologna, this article investigates Freire's influence in academia by comparing two generations of scholars and activists who have received Freire in different ways. Drawing on interviews to key informants who belong to two generations of educators influenced by Freire, this paper argues that the Italian Freire's renaissance is associated with the growing need for a generation of militant educators to find a theoretical framework to oppose the hegemony of both neo-liberal and neo-nationalist discourses in education. The reasons for Freire's reinvention in the academic sphere are investigated and the profile of the second generation of Freireans in Italy traced out, highlighting both continuities and tensions with the first one. Finally, the motives for Freire's success in today's Italy are presented in seven main theses, showing that many of them are made possible by virtue of the political, cultural and pedagogical background that made Freire's re-invention in an Italian context possible. [ABSTRACT FROM AUTHOR]

Systematic reviews aim to map, discuss, and synthesize academic productions, considering specific fields and contributing to the dissemination of knowledge. The purpose of this article was to present the research "state of the art" on Social Circus in Brazil based on the graduate dissertations. The review of Master's Degree dissertations and PhD theses was carried out considering the main directories of academic research through the keywords in Portuguese (social circus; circus; popular education; art-education). Eight documents were found, two PhD thesis and six master's dissertations, developed in different areas of knowledge. The studies indicated the capillarity of the Social Circus in all regions of the national territory, highlighting the contributions of this socio-educational practice to social transformation. It also emphasized the construction of a pedagogy that dialogues with knowledge and traditions of popular culture, considering the particularities of the communities where each action is developed, with a strong emphasis on art-education processes for children, teenagers, and the young population. [ABSTRACT FROM AUTHOR]

The present study is an investigation into two experiences related to deprivation of liberty, developed at the Federal University of Rio Grande do Sul, that consists of an extension program and a research project on sentence remission through reading. In this investigation, we aim to understand how research and extension complement each other in the training of undergraduate students. To achieve this, we draw from our experiences as research or extension students through an autobiographical approach and develop our narratives on the educational dimension, in which we are immersed as students of Pedagogy and Social Sciences. Initial results indicate the importance of the dialogue between extension and research, as we perceive in our experiences that both are in a dialogical relationship. Research contributes to mapping data, laws, theoretical frameworks to be used, and the practices that are developed. Extension, from the perspective of popular education, can promote dialogues of different knowledge, exchanges of proposals for action, and social intervention. [ABSTRACT FROM AUTHOR]

This report communicates experiences constituted in the debates that took place in the study forums: readings by Paulo Freire, an itinerant event that takes place in Rio Grande do Sul. The event that takes place annually is divided into thematic circles in which issues pertinent to the education of children from the working class are discussed. This report discusses teaching and its challenges, but also its possibilities from a popular perspective. We need to be aware that teaching must be discussed critically and radically from the different places that the subjects occupy. The university can be one of these places when it implements the inseparability between teaching, research, and extension, creating spaces for dialogue of demands, especially from the working class, to be made and for other projects of sociability and human formation to be managed. [ABSTRACT FROM AUTHOR]

This text is an experience report of a pedagogical proposal of popular rural education for child education, developed based on a thematic axis called "What can I learn?". The pedagogical project took place in an Integrated Child Education Center (CIEI), located in a rural area of the county of Santa Rita-PB, in the community of Bebelândia. The research was used as a method, based on the conception of Paulo Freire. The topic discussed was the mangrove, a biome chosen because of its connection with the comunity's reality and because it is common to the children. Different educational strategies were developed to work the theme, including a field visit to the mangrove and the construction of a collective panel. It is concluded, at the end of the study, that the pedagogical practice developed constitutes popular rural education, except for child education, because it fulfills it's conceptual purpose of offering a differentiated education for rural subjects, respecting their way of life and culture. [ABSTRACT FROM AUTHOR]

This article aims to highlight the interfaces between Popular Education and Democratic Management, as well as their contributions to the formation of critical and participatory individuals. The research is bibliographical and qualitative. It includes reference authors in the field who develop studies on the afore mentioned themes, namely: Freire (1980; 2006; 2014), Gohn (2010), Brandão (2006), Paludo (2013), Paro (2000), Read (2001), Saviani (2008), among others. For a better organization of the reflections, a brief discussion about Popular Education and its prominent figure, Paulo Freire, is initially presented. In the second part, an analysis of the interface between Popular Education and Democratic Management is carried out, followed by final considerations. It is concluded that considering the principles of Popular Education and the concept of Democratic Management, both reveal their commitment to social transformation and oppressed classes; they also seek to pave the way for the formation of critical free citizens who are knowledgeable about their rights. [ABSTRACT FROM AUTHOR]

In this bibliographical essay, based on an epistemological discussion of popular education in Latin America, the categories of extension and communication are analyzed, focusing on the latter as a way of democratizing public spaces for popular expression of the working class and its emancipatory struggle. To this end, it is based on the hypothesis that popular education is in a constant dialectical exercise with its historical context, and is therefore interpreted based on contributions from various thinkers who focus on education and history. In the Latin American context, it adhered to the territorial outline of Argentina with a focus on the 20th century and experiences in the field of popular education at the beginning of the 21st century. Throughout the analyses, Communication was observed as a category that could be conceived only through democratic means, which can be demonstrated not only in media communication or in social organizations of the most diverse aspects, but also in educational processes, especially in popular education, which is undergoing a process of refoundation. [ABSTRACT FROM AUTHOR]

Education is central to both the reproduction of capitalism and the revolutionary project of creating a new social order. As revolutionary and leftist activists, organizers, researchers, and academics—along with capitalist and imperialist powers—increasingly turn to educational theory, the pedagogical contents and forms of such theories are of decisive political importance. This article conducts a historical-materialist inquiry into the origins, critiques, and developments of two dominant radical educational theories in imperialist countries—and in much of the world—to advance a revolutionary educational theory adequate to our moment. After establishing the political and strategic significance of the "scholastic apparatus" and its centrality in reproducing and challenging capitalism, this article examines critical pedagogy (the educational spin-off of the Frankfurt School), finding it originated not from Paulo Freire's praxis but as a break from it. This article investigates Marxist responses to critical pedagogy, arguing they're held back by their lack of orthodoxy, as Marxist orthodoxy adheres to limitless flexibility and creativity based on material conditions. Reclaiming Freire's orthodox Marxism, this article homes in on a pillar of his praxis that critical pedagogy and Marxist educational theory avoid: education is only revolutionary within revolutionary organization. [ABSTRACT FROM AUTHOR]

Bachilleratos Populares (henceforth BPs) are free and self-managed high schools by grassroots social organizations after the Argentine crisis of 2001 to provide an option for youth and adults to finish their secondary education as a response to the gap the neoliberal reform left in this educational modality during the 1990s. After some BPs received state recognition to issue degrees in 2007, their number increased rapidly to almost a hundred BPs by 2015. Based on a literature review, this article offers a work of a theoretical nature: it deploys the neo-Marxist approach to the commons as a theoretical-analytical framework through the experience of the BP movement. This approach denounces the processes of enclosure (commercialization and privatization) of shared material and immaterial resources while also promoting commoning practices as seeds that anticipate an anti-capitalist future in the present. [ABSTRACT FROM AUTHOR]

The objective of this article is to promote academic debate about Agroecology in the educational context of Ceará. It aims to foment reflection on environmental education practices in the educational context of Ceará as an intrinsic aspect of agroecology. The methodology used was a systematic literature review built based on bibliographic data; the study presents itself as an encounter contextualized to the theme. built based on bibliographic data, the study appears as a meeting contextualized the theme. Articles registered in the Google Scholar database were used to identify the existence of research on agroecology in the school context, as well as data on consolidated experience of preparation and knowledge from projects undertaken. The analysis of the academic productions found revealed an insignificant amount of work on agroecology in schools in Ceará of 0.30%, showing that this dimension of agroecology in the practice of the school environment is being given little attention in academic activities and curricula. With this, the work presents a discussion on the topic, in order to drive the developments in the academic environment and the construction of a thought to attribute greater appreciation to knowledge as a factor for human, economic, social development and environmental protection. [ABSTRACT FROM AUTHOR]

The article narrates life stories of childhood schooling processes belonging to a low-income family, resident of the rural region of RS, in the 70s, and devices of resistance to school abandonment when completing the 4th grade, at the time, the last grade of schooling. It takes as theoretical and methodological references (auto)biographical narrative approaches and life stories. The objectives of this work are: (i) reflecting on the school routine of these childhoods, aiming to rethink the multiple meanings of evaluation and failure as an act of family resistance to remain in school; (ii) narrating to record and understand the economic-political power structures that are behind the historical inexistence of the State in providing education for popular childhoods in the rural area; and (iii) the resistance of children who purposely make mistakes to fail at school, against the social determinations of a State that should take care, offer and promote the permanence of children in school. In summary, we seek to problematize, reflect, and reframe school failure experiences, attentive to the reproduction of countless social inequalities that cross the daily lives of children and families from lower classes, to reframe them in a transformative perspective. [ABSTRACT FROM AUTHOR]

This article aims to reflect on education, in its relationship with human rights, taking as a reference the experience of the Sex Workers Movement in Brazil. In methodological and epistemological terms, this is a study with a qualitative approach, which has as its starting point the reflections and textures built from studies on prostitution, sex work and the movement of sex workers. This way, searches were carried out, surveys of studies and reviews of works on the theme addressed in order to contribute to the theoretical foundation of this study. Furthermore, it was part of the methodology to consider the narratives and voices of the interlocutors of the present study as a fundamental part of the data analysis. The discussion presented here intends to problematize the discussions, questions and reflections about education, human right, and the Sex Workers Movement, pointing out, that this Movement is also configured as a Social Movement building other ways of doing education, a historical task that proposes a political-educational praxis since the battle. In this way, it is legitimized that the knowledge built within the Sex Workers Movement shed light and point to unprecedented-viable ways to build a more diverse world. [ABSTRACT FROM AUTHOR]

In this essay, considerations are made about the process of democratization of higher education, in the interface with the attacks perpetrated against the work and thought of Paulo Freire and with the knowledge gestated in the political movement of affirmation and visibility of his legacy. To this end, a bibliographical survey of the production of researchers linked to the GT6 of Popular Education at ANPEd was carried out. As a result, it was observed that the attacks carried out on the work and memory of educator Paulo Freire intended to block the process of democratization of higher education. The analysis of the bibliographic production of popular education reveals that the realization of the right to higher education requires the assumption of the university's commitment to popular demands, implying a political formation of educators, the consolidation of educational practices based on dialogicity, in the unity in diversity and the problematization of the realities and experience knowledge of the subjects involved in the learning-and-teaching processes. [ABSTRACT FROM AUTHOR]

This text presents an experience report that describes the initial process of a network research. It is carried out from a collective construction of the project of the Cooperative Network of Teaching, Research, and Extension (RECEPE, in Portuguese abbreviation) in Basic Education schools, founded under the Postgraduate Program in Education: teacher training for basic education -- Professional Master's Degree; and developed by the reflections of the research group in Teacher Training, Right to Learn and Pedagogical Practices (FORDAPP). Accordingly, it describes how the technical-pedagogical meetings that anchor the network have been characterized, the constructions, and the learning that occurs as the network is based and expanded in this context. The work cites some initial activities that linked basic education schools and the university, in addition to conducting conversation circles focused on research and extension, aiming to improve the social quality of education with theoretical-methodological assumptions based on principles of popular education. In the end, as a result, it demonstrates how the studies about popular education and the involvement in the constitution of RECEPE contributed to the re-signification of this newcomer researcher's look on the development of her research object. [ABSTRACT FROM AUTHOR]

With the aim of identifying similarities between the philosophy of Walter Benjamin, in his discussion of childhood, and some aspects of popular education, this article proposes, based on a theoretical analysis of benjaminian and freirean texts, the idea that it is possible to trigger the thought of the aforementioned Berlin philosopher as a basis for deepening reflections on popular educational practices. With this intention, we will not seek to make a eurocentric debate on popular education, but to understand how Benjamin, an intellectual engaged with the struggles of the working classes of the early twentieth century, elaborated pedagogical and political concepts that may be important for committed educators to forms of education aimed at overcoming oppression. [ABSTRACT FROM AUTHOR]

Paulo Freire's legacy has been a source of interpretations and resignifications by educators of different curricular components. In this sense, we have been approaching the work of the patron of Brazilian education and educators who share the same utopia of, through School Physical Education, materializing political-pedagogical practices in the light of Freire's teachings. The intention of this dialogical movement permeated by the participant research was to identify and delineate political-pedagogical and epistemological principles of Physical Education at school in the light of Liberating Pedagogy. As a path taken, we built a collective of resistance and used the narratives of our Life Stories, the sharing of experience reports and Pedagogical Letters, and the dialogue in Culture Circles. As considerations, we highlight the possibility of building counter-hegemonic research in Physical Education at school, considering teachers as intellectuals. [ABSTRACT FROM AUTHOR]

This article intends to outline a historical reconstitution of the configuration process of the field of popular education in Brazil, comprising its trajectory and its theoretical-conceptual development from the 1950s to the present day. This is a study with a qualitative approach built from bibliographical research with a descriptive characteristic, which was based on the narrative type review modality. As a result, different experiences, and historical moments of popular education in Brazil are characterized, for example: a) from the genesis to the process of disarticulation; b) the intensification of repression resulting from the civil-military dictatorship to the spread of practices across different sectors; c) from the emergence of new guidelines to the reinvention of the field of popular education; d) from political achievements to institutional challenges. Next, an attempt is made to outline a possible characterization of what popular education is in its multiplicity of perspectives. Finally, it is concluded that, in addition to understanding popular education as a political-pedagogical practice, understandings of this as a theory, a field of knowledge construction, an organized civil society movement, and public policy. [ABSTRACT FROM AUTHOR]

The relation between popular education and rural extension is evident in several texts that address the trajectory of rural extension in Brazil and Latin America. In some cases, it is pointed out that rural extension is influenced by the ideology of popular education, while in other cases popular education is considered a way of carrying out rural extension. Through a literature review, we have mapped contributions on the relation between popular education and rural extension, focusing on scientific articles published in peer-reviewed periodicals in Portuguese, retrieved from the following repositories: i) Capes Journals; (ii) Google Scholar; (iii) Web of Science; and (iv) Scopus. Initially, we identified 19 articles, which were evaluated with the goal of selecting those that really fulfill our purpose. At the end of this analysis, there were eight articles, which were analyzed, and the results are presented in our discussion. It was possible to conclude that agroecology is a very recurrent meeting point between rural extension and popular education, in which most part of the work is done with exchanges, sharing of information and the collective construction of knowledge. [ABSTRACT FROM AUTHOR]

In this article, we discuss the challenges of initial and continued teacher training, stemming from the debate on emancipatory education, culture as a potential for freedom, and the importance of inter-institutional collaborative partnerships for the implementation of public policies for teacher training. Through a theoretical-conceptual study motivated by problematizations of the Research Group CNPq Culturas, Parcerias e Educação do Campo. Guided by analyses of public policies in Brazilian education, we focus on the articulation of collective struggles of rural and urban workers for social rights advocated by popular education, based on the liberating dialogue of Paulo Freire (1987), on view of the demands of teacher training. Based on this study, we defend the thesis that teacher training, when it considers the specificities of peasant territories, promotes an education that conforms to the reality, culture, and diversity of rural populations, providing a critical and decolonial intercultural educational praxis. [ABSTRACT FROM AUTHOR]

The present work is about the Popular Culture Movement (MCP). The Movement was created in the city of Recife, State of Pernambuco, Brazil, in 1960, inspired by the French Movement "Peuple et Culture" and had as its central objective the emancipation of the people through education and culture. With a popular educational proposal aimed mainly at impoverished communities in Recife, the MCP began to be developed and also to develop an education that sought to contextualize its teachings with the knowledge and life practices of the students. During the article, we first bring the creation and what the MCP was. We also approach the theoretical foundations of popular education, popular culture and social movements. Finally, we bring the performance of the MCP in the peripheral communities of Recife, the methodologies developed by the Movement and its expansion. This article was developed from a documentary and bibliographic methodology. [ABSTRACT FROM AUTHOR]

In this paper we present part of the results of a master's research. The research was developed in the thematic field of drugs from the perspective of popular education, having as an empirical field the Boy's Home, a socio-educational unit located in the municipality of Lagoa Seca, State of Paraíba, Brasil. Methodologically, it has been a qualitative research developed through unsystematic observations in the Boy's Home and through semi-structured interviews with teachers from the School of that institution. The empirical material from the interviews was analyzed according to the Thematic Analysis procedures of Braun and Clarke (2006). Among other findings, we identified that teachers do not have systematized knowledge about popular education, but they develop actions that are close to their postulates. As a conclusion, we highlight, for example, the need to offer continuous formation to the teachers of the investigated institution, so that the approaches of popular education can be effectively developed in said context. [ABSTRACT FROM AUTHOR]

This narration is born from the restlessness that emerges from being an extensionist in a University Center, in the city of Petrópolis, State of Rio de Janeiro, Brazil. In the meeting with people from the popular classes, a unique way of doing extension was evident. An extension based on a dialogical practice, which drifts along the path, exposes itself to the encounter and the changes that occur as a result of interactions. An extension that is committed to these people, in the transformation of the world. The investigative exercise was methodologically outlined as research with everyday life. Dialogue and listening are procedures that enhance their reflections woven through field records combining reason and love, body and heart, acting from loving dialogue, seeking what could be called a sentipensante (feeling-thinking) extension. It bets on the evidence paradigm proposed by Ginzburg to capture clues and indications present in the voices, gestures, and silences of the research people. With this work, it was learned that a committed, loving, and liberating extension is possible, which acts in the cracks of this hegemonic university model, which subordinates, excludes, and causes erasures of knowledge, experiences, and histories. [ABSTRACT FROM AUTHOR]

This article, of a theoretical and essayistic nature, aims to investigate the scientific production of the last 21 years in the Annals of the National Meetings of the National Association for Postgraduate Studies and Research in Education (ANPEd), specifically Working Group 06 -- Popular Education. To do this, we searched for generating words in these publications and tried to understand how this educational praxis has been building its worldview through the research and practices that support it. The methodology was based on a qualitative, descriptive, and analytical study using the State of the Art. We used the Voyant tools application to collect the data. The theoretical corpus consists of 48 Expanded Abstracts and 223 full papers, with the participation of 245 authors and 93 authors. The data was analyzed by taking the ten most frequently generated words in these publications and linking them to specific references. The results indicate that the Popular Education that emerges from the WG06 research is biophilic and mostly Freirian, feminine, and feminist. What's more, PE went to school! The research and action processes establish paths with peripheral social groups with whom practices in school/non-school education, health and culture are investigated, mediated by the world. [ABSTRACT FROM AUTHOR]

Based on a case study from southwest Colombia, this paper provides hopeful example of an intercultural social movement popular education initiative which brings together social movements across territorial, political and cultural borders in order to generate unity and collaboration between these counter-hegemonic forces in the southwest of Colombia. It examines the learning and knowledge which have emerged from this initiative, led by a small, radical human rights organisation called Nomadesc, which over the course of two decades has brought together activists from diverse movements and territories across southwest Colombia in order to empower them to deal with the violent context, reimagine alternatives, and strengthen and interweave their struggles. [ABSTRACT FROM AUTHOR]

Disciplinary pressures within academia often produce specialised and one-sided accounts of complex social processes. Convincing accounts of popular education regularly acknowledge the importance of social movements but without theorising them adequately – and vice versa. This one-sidedness is compounded by a widespread tendency to generalise from often highly specific institutional and political contexts, as though all movements learned in the same way across space and time and popular education's role in fostering this learning is simple. Unchecked, this leads to the reification of 'critical' theory and the reduction and flattening of emancipatory practices to methods or even predefined goals. This paper constructs a dialogue between the work of Choudry, Freire and other authors in both fields, aimed at both celebrating and problematising their contribution to learning from our struggles. By developing a conversation between them, we want to explore how their insights might be usefully integrated for contemporary social movements. [ABSTRACT FROM AUTHOR]

Academic research can make significant contributions to policymakers and other researchers interested in building evidence-based knowledge. However, it is difficult for students to imagine how their research can effectively contribute to social change while respecting curriculum requirements, especially with regard to maintaining methodological and scientific rigour and the validity demanded by academic standards. The rich work and experience of Aziz Choudry contribute directly to overcoming these obstacles and challenges, as he conceptualised research and knowledge production as an activity not exclusive to academia or research institutes, but widely present within social organisations and social movements. In this paper, we reflect on our experiences of conducting research within community organisations as graduate scholars. Building on our respective research experience, including popular education in our research practice, we highlight how popular education spaces offer opportunities for scholars to disseminate their research results and contribute to raising awareness, but also to achieve the standards of intellectual rigour expected by academia. The main goal of this paper is to position the field of social movement learning and knowledge production as key for students who want to develop engaged and relevant research. [ABSTRACT FROM AUTHOR]

The analysis offers a vision of the need for the quality management system as a strategic decision that can help improve performance, provide a solid basis for sustainable development initiatives, the correct realization of processes and efficiency in services. This article shows the experience of the Bookkeeping and Management Cooperative Acerco in documenting and standardizing the processes of its quality management system, the way in which some of the requirements of the standard have been approached and the advantages of this. For this purpose, the International Organization for Standardization's 9001 standard of 2015, the organization's diagnostic methods and methodological elements of popular education are articulated, with a view to implementing a quality management system that has an impact on its members, customers and suppliers, consolidating its strengths and improving its weaknesses, seeking continuous improvement. [ABSTRACT FROM AUTHOR]

The production of this article was motivated by research for the Professional Master's Degree in Education that sought to interweave Popular Education, Rural Education, and the Pedagogy of Alternation to understand and recognize the historical constitution of the Family Agricultural School of São Bento do Chapéu, which is located in the municipality of Domingos Martins/ES, and its contributions to the education of the rural peoples of that region. Through the constitutive trajectory of such movements and practices undertaken by Popular Education, Rural Education, and Pedagogy of Alternation, we seek here to comprehend and analyze the constitutive processes of educational propositions that, besides the commitment to human emancipation, are also committed to work as an educational principle, in the search for an emancipating education and not to the proposal of the capital. With each reading, we realize that Popular Education together with Alternation Pedagogy make fertile ground for new ideas and research as means of struggle to ensure the rights of peasant peoples to education. [ABSTRACT FROM AUTHOR]

This report presents my difficulties and successes, as a student in formation and later as an educator, based on my experiences in a Popular Pre-Vestibular course, a free type of teaching program that prepares underprivileged people in Brazil for college entrance exams. I was a student for two years, between 2016 and 2017, and an educator from 2019 to 2023. When reflecting on my learnings, sided by popular education and social movements, I realize that, even in times of various attacks that target public education and the work with the base population, a proposal of liberating education, beyond being indispensable, is possible. The text is a dive into my memory as a student and educator. This work is linked to the following research Cabinet of Studies and Research in Curriculum Development, funded by FAPERJ, through which I develop my theoretical-practical studies. [ABSTRACT FROM AUTHOR]

This report portrays the Projeto Recupera Caatinga experience, developed by the Center for Qualification and Support for Small Farmers of Araripe (CHAPADA), within the scope of the Petrobras Socio-Environmental Program 2018. The project was carried out in the Brazilian Semiarid Region, from October/2020 to February/2023. The general objective of Recupera Caatinga was to promote actions and training processes for recovering and conserving vegetation, through the rescue of ethnobiological knowledge of quilombola communities in the semi-arid region and to implement vegetation recovery systems combined with resilient production, mitigating desertification and climate change effects. This report describes the actions carried out, presenting their results and the transformation of the families, through the formative intervention processes. The work's methodology was a qualitative study of a descriptive and documental nature based on the Project's data. The experience shows that, through the formative processes, there was a recovery of care for nature, the cultural appreciation, and ancestry of the quilombola people. [ABSTRACT FROM AUTHOR]

This text aims to reflect upon my involvement in the construction and development of an extension program at the Federal University of Uberlândia (UFU), based on my role within the Office of Extension and Culture (PROEXC). The central objective is to formulate, through the proposed reflection, the reasons behind the achievement of defined outcomes, and thus, identify a methodology that can contribute to the success of other initiatives. However, to develop the established proposal, I initially sought to consider extension in its essence and developmental trajectory, aiming to comprehend it as a dialogical and educational process, and thereby defining its principles beyond mere assistance. This, in turn, helps identify potential paths for extension work. Therefore, this isn't merely an account of a process and experience, as it was lived and undergone, but rather an analytical elaboration of the constructed experience. It examines how, in the act of construction, educational processes and subjects are formed, mutually educating and exchanging knowledge through dialogue, and subsequently recontextualizing them to a different level. [ABSTRACT FROM AUTHOR]

This article makes a reflection on the educational process that involves the Knowledge and Flavors Fairs of popular and solidary economy, in their daily life, which takes place on the Campus of the State University of Feira de Santana, as well as in their itinerances in different communities. The research takes place from the incubation process of popular groups selected by the UEFS Popular and Solidarity Economy Initiatives Incubator (IEPS-UEFS), which deals with a pedagogical perspective closely related to interdisciplinary studies mediated by popular education from the perspective of action research. We, researchers and researched, got involved in several actions that are also methodological instruments such as meetings, conversation circles, workshops, and culture circles, among others that became necessary. As a result, we observe relevant focuses on concepts and definitions, as well as on the political-educational-popular possibility that, in an interdisciplinary way, is involved in the integrated incubation process. We conclude, therefore, that this process, from the search for legal formatting, associativism, cooperativism or simple society, to the formalization of groups involving the stallholders in their daily lives at the Knowledge and Flavors Fairs of popular and solidary economy, has provided a dynamic promoted by popular education that integrates knowledge, understanding and socioeconomic, productive and plural forms. [ABSTRACT FROM AUTHOR]

This article, of a qualitative nature, aims to analyze Freirian's dialogy in Argentine popular public schools for young people and adults, called Bachilleratos Populares, mostly managed in recovered factories and spaces of collective management coordinated by social movements and union organizations. To this end, bibliographical and documental analyses were carried out, from which the influences of popular education of Freirian tradition in the Bachilleratos Populares are discussed, starting from their history, as well as the construction and applicability of their political-pedagogical project. In the end, it deepens the discussion of the aforementioned Freirian dialogue as the central point of the Bachilleratos Populares in the act of reinventing Paulo Freire and new perspectives to think about popular education in the Latin American context. [ABSTRACT FROM AUTHOR]

This work aims to present a local reading based on the experiences of the Pre-University Popular Education Course "Alternativa" and the first impacts of implementing the National Common Curricular Base (BNCC) (2018) in the High School curriculum. Therefore, the intention is to develop a critical presentation of the New High School in Rio Grande do Sul and its reception by the school community, focusing on the experience of popular education. In addition, the base of the article is on a post-critical cartographic research methodology (Passos; Barros, 2009), which seeks to escape metanarratives and to build a reading based on micro-politics and micro-relations (Silva, 2010). In this sense, we used a questionnaire with the Pre-University Popular Course Alternativa students. The support in Freire is justified mainly by the conceptualization of popular education as an element of the resistance of critical thinking in the face of neoliberal setbacks such as the aforementioned reforms in the educational area in Brazil. Regarding the specificity of the teaching of Philosophy, support is sought in Cerletti (2009) because of his notion of autonomy through the teaching of philosophy as the result of a pedagogy whose construction is collective. [ABSTRACT FROM AUTHOR]

Spatial and temporal scales are essential components of geological sciences; both are almost always imbricated in complex ways, challenging geoscientific knowledge among nonspecialists and students. The present paper focuses on the efforts made by the French naturalist Simon-Suzanne Nérée Boubée (1806–62) regarding popular education on geology. Though Boubée is poorly known nowadays, he experienced some prestige during his lifetime. He worked as an independent teacher, offering private as well as free public courses. Boubée, as a nineteenth-century science popularizer, repeatedly insisted on his disposition for "spreading science for all." He extensively published books and journals on geology, all aimed at popularizing geological scientific knowledge, considered to be of paramount relevance. This paper analyzes three visual examples extracted from his works: the Tableau Mnémonique des Terrains Primitifs, destiné au géologue voyageur, avec son explication (1831), the Tableau de l'État du Globe à ses différents âges (1832), and the Tableau figuratif de la structure minérale du globe, ou résumé synoptique du Cours de géognosie de M. N. Boubée (1839), supplemented with images from the travel guide Deux Promenades au Mont Doré (1834). Our goal is to understand Boubée's efforts to synthesize information, scaling down geologic time and space into foldable materials that made geological knowledge cognitively and materially accessible to laypeople. [ABSTRACT FROM AUTHOR]

This article aims to reflect on education, in its relationship with human rights, taking as a reference the experience of the Sex Workers Movement in Brazil. In methodological and epistemological terms, this is a study with a qualitative approach, which has as its starting point the reflections and textures built from studies on prostitution, sex work and the movement of sex workers. This way, searches were carried out, surveys of studies and reviews of works on the theme addressed in order to contribute to the theoretical foundation of this study. Furthermore, it was part of the methodology to consider the narratives and voices of the interlocutors of the present study as a fundamental part of the data analysis. The discussion presented here intends to problematize the discussions, questions and reflections about education, human right, and the Sex Workers Movement, pointing out, that this Movement is also configured as a Social Movement building other ways of doing education, a historical task that proposes a political-educational praxis since the battle. In this way, it is legitimized that the knowledge built within the Sex Workers Movement shed light and point to unprecedented-viable ways to build a more diverse world. [ABSTRACT FROM AUTHOR]

The article narrates life stories of childhood schooling processes belonging to a low-income family, resident of the rural region of RS, in the 70s, and devices of resistance to school abandonment when completing the 4th grade, at the time, the last grade of schooling. It takes as theoretical and methodological references (auto)biographical narrative approaches and life stories. The objectives of this work are: (i) reflecting on the school routine of these childhoods, aiming to rethink the multiple meanings of evaluation and failure as an act of family resistance to remain in school; (ii) narrating to record and understand the economic-political power structures that are behind the historical inexistence of the State in providing education for popular childhoods in the rural area; and (iii) the resistance of children who purposely make mistakes to fail at school, against the social determinations of a State that should take care, offer and promote the permanence of children in school. In summary, we seek to problematize, reflect, and reframe school failure experiences, attentive to the reproduction of countless social inequalities that cross the daily lives of children and families from lower classes, to reframe them in a transformative perspective. [ABSTRACT FROM AUTHOR]

This text presents an experience report that describes the initial process of a network research. It is carried out from a collective construction of the project of the Cooperative Network of Teaching, Research, and Extension (RECEPE, in Portuguese abbreviation) in Basic Education schools, founded under the Postgraduate Program in Education: teacher training for basic education -- Professional Master's Degree; and developed by the reflections of the research group in Teacher Training, Right to Learn and Pedagogical Practices (FORDAPP). Accordingly, it describes how the technical-pedagogical meetings that anchor the network have been characterized, the constructions, and the learning that occurs as the network is based and expanded in this context. The work cites some initial activities that linked basic education schools and the university, in addition to conducting conversation circles focused on research and extension, aiming to improve the social quality of education with theoretical-methodological assumptions based on principles of popular education. In the end, as a result, it demonstrates how the studies about popular education and the involvement in the constitution of RECEPE contributed to the re-signification of this newcomer researcher's look on the development of her research object. [ABSTRACT FROM AUTHOR]

Paulo Freire's legacy has been a source of interpretations and resignifications by educators of different curricular components. In this sense, we have been approaching the work of the patron of Brazilian education and educators who share the same utopia of, through School Physical Education, materializing political-pedagogical practices in the light of Freire's teachings. The intention of this dialogical movement permeated by the participant research was to identify and delineate political-pedagogical and epistemological principles of Physical Education at school in the light of Liberating Pedagogy. As a path taken, we built a collective of resistance and used the narratives of our Life Stories, the sharing of experience reports and Pedagogical Letters, and the dialogue in Culture Circles. As considerations, we highlight the possibility of building counter-hegemonic research in Physical Education at school, considering teachers as intellectuals. [ABSTRACT FROM AUTHOR]

In this essay, considerations are made about the process of democratization of higher education, in the interface with the attacks perpetrated against the work and thought of Paulo Freire and with the knowledge gestated in the political movement of affirmation and visibility of his legacy. To this end, a bibliographical survey of the production of researchers linked to the GT6 of Popular Education at ANPEd was carried out. As a result, it was observed that the attacks carried out on the work and memory of educator Paulo Freire intended to block the process of democratization of higher education. The analysis of the bibliographic production of popular education reveals that the realization of the right to higher education requires the assumption of the university's commitment to popular demands, implying a political formation of educators, the consolidation of educational practices based on dialogicity, in the unity in diversity and the problematization of the realities and experience knowledge of the subjects involved in the learning-and-teaching processes. [ABSTRACT FROM AUTHOR]

With the aim of identifying similarities between the philosophy of Walter Benjamin, in his discussion of childhood, and some aspects of popular education, this article proposes, based on a theoretical analysis of benjaminian and freirean texts, the idea that it is possible to trigger the thought of the aforementioned Berlin philosopher as a basis for deepening reflections on popular educational practices. With this intention, we will not seek to make a eurocentric debate on popular education, but to understand how Benjamin, an intellectual engaged with the struggles of the working classes of the early twentieth century, elaborated pedagogical and political concepts that may be important for committed educators to forms of education aimed at overcoming oppression. [ABSTRACT FROM AUTHOR]