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Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Prospectiva is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Punto Género is the property of Revista Punto Genero and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

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Introduction: This article will show the main results obtained from the research project carried out at Francisco Gamboa Mora Elementary School located in the community of Río Azul, in which the researchers addressed the migration and binational families' issue through five sessions of socio- educational workshops aimed at a group of twenty-two fifth graders. Main objective: The purpose of this article is to reveal the results obtained during the design, execution, and evaluation of the socio-educational process Mi hogar es donde me llevan mis pies at Francisco Gamboa Mora Elementary School in Río Azul. Method and technique: The methodology followed the popular education approach through which socio-educational workshops were proposed as a learning technique. Results: The results obtained were organized in three dimensions: xenophobia is a central theorical category in the socio-educational process, which allows delving into the perspectives and experiences of childhood. A second element consists of an academic approximation of the students' identity construction, in which the socio- territorial and the socio - cultural context allowed us to reconsider the complexity of this issue. The third aspect involves gender as the result of the socialization that determines social groups dynamics. Conclusion: As a general conclusion, the results confirm the role of Social Work in promoting socio-educational processes that integrate principles of popular education to enable people in a community to gain knowledge that can be used to transform their social reality. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Kavilando is the property of Kavilando and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes a university extension course in Latin America that seeks to problematize access to electricity through education in science and technology. A case study methodology is used to analyze the relationship between philosophy and education in science and technology in Latin America. The reflections of Paulo Freire and Andrew Feenberg on liberating education and the democratization of technology are highlighted. The course addressed topics related to Popular Agrarian Reform and the alliance between social movements and universities. The document provides a wide range of bibliographic references on critical theory of technology, popular education, and social inclusion in Latin America. [Extracted from the article]

As an alternative means of communications, community communicatios is essentially a tool to give voice to historycally marginlized social groups, an assumption that needs to be visualized every day as a reference to condition social changes in communities throug education. The goal of the Word is to expose some experiences as teahers together with students of the Social Communication career in some neighborhoods of Cuito/Bie, Angola. The experience resulted in shared intercultutal learning between students and teachers. It was supported by tolos of the Participatory-Action-Research methodology and the postulates of Popular Education. Is is not intrntend to expess finished ideas, but to provoke reflexive approaches on a practice that is continually reconstructed. As teachers at the Escuela Superior Politecnica de Cuito/Bie, in Angola, they took advantage of the opportunity provided by the coincidence of the delivery in the fifth semester of the career, of the subjects of Communication and Health and Educational Communication, with the pprecedence of having studied Communication for Development and Itercultural Communication in the year, so that the students, integrated into teams, carry out field work in some neighborhoods of the community, all with the objective that they apply in practice, the knowledge acquired in various subjects. The visit to the community with the preparation of the contents estudied, were consolidating the experiences of the students, allowed to make observations in the field and strengthen the process of interaction between theory and practice, using tolos of the research metodology. The interviews, observation guides, questionnaires and almost daily face-to-face interation gave scientific objectivity to the task performed. It was posible to verify the unhealthy life practices of many of its inhabitants in the interaction with the environment, the non-use of the natural leaders of these communities for improvement of the same, as well as insufficient communication between the community and the institutions close to them fundamentally. The experience conclusively corroborated the weaknesses that still exist in the extensionist work by the university, that community work is a space almost invisible by the large media and the universities of the territory, it also allowed students to the have a different look to the cultural and communicative practices of the enviroment in question. The photographic evidence illustrates the above. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Pegada is the property of Pegada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Eleuthera is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We present a systematization of practices carried out as a team for initial teacher training in Biology and Physics. This systematization focuses on analyzing the ways in which we accompany teacher residents. Positioned in Popular Education, we aim at the training of reflective professionals, who can have a critical view of both, their context and their practice. We performed an analysis based on our records around the accompaniments carried out, characterizing the devices and strategies deployed. Among the latter we highlight: the establishment of limits; the valorization of practical knowledge; the reinforcement of selfesteem; the problematization and orientation of aspects to be improved through questions, suggestions, comments, specific bibliography; the interpellation in relation to pedagogical intentions, expectations and purposes of education; the internal coherence of the proposals and of these with practice. This systematization allowed us to strengthen some certainties in our praxis, as well as to learn from our own practice and to rethink the accompaniment in the future. [ABSTRACT FROM AUTHOR]

This article seeks to show the reader the importance of public education in certain historical moments through the position of one of the most well-known figures in Colombia: Jorge Eliécer Gaitán. The methodological and interpretation tools of the historical analysis used allow us to understand and identify the problem from a diachronic perspective. The approach to his work, fundamental to his public service, gives us the possibility of weaving, from different times, a history of Colombian education linked to a tireless sense of transformation. Due to the above, the following experiences are reviewed: His role as a congressman; the creation of the National Union of the Revolutionary Left (UNIR); his brief administration in the Mayor's Office of Bogotá; and, his work as a minister of education. These three moments are the product of his activity in public service, but even more so, of his conviction to create the foundations for a profound transformation from an ethical-political position. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Polis (07176554) is the property of Polis - Revista Academica Universidad Bolivariana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciência & Trópico (03042685) is the property of Fundacao Joaquim Nabuco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Prospectiva is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nuestra América is the property of Edicoes Universidade Fernando Pessoa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The original and ancestral knowledge of the Gamela indigenous people, based on Popular Education, play a leading role in the struggle for permanence on the land and the self-identification of their ethnicity, and constitute the central theme of this study. The starting question: how does Popular Education contribute to formative and educational processes in the struggle of the Gamela indigenous people, in the Laranjeiras community in the South of Piauí? The qualitative approach, the research of the participatory action-research type, in Borda (1981), and the dialectic analysis qualify the methodology of decolonization of knowledge in the struggle for the right to territory. The educational expeditions reaffirm the experiences, the educational and formative processes of the Gamela indigenous people, based on education for the use of water resources, for the sustainable management of native plants, such as the buriti, and the fight for land ownership, emphasizing the difference between the rights of indigenous land ownership and civil land, as provided by the Brazilian constitution. [ABSTRACT FROM AUTHOR]

This article analyzes the educational experience built by the Degree in Rural Educationat the Federal University of Triângulo Mineiro (Lecampo/UFTM). Following from its origin, as a public education policy, aime dat rural populations, to the characteristics it assumed from the interaction of its political-pedagogical proposal with the territories and subjects involved in it. Supported by empirical observation and bibliographic research, the text seeks to highlight the importance and dimension that the participation and protagonism of the sesubjects and territories assumed in the constitution of this experience of popular education in the Brazilian university, aimed at the formation of educators committed to the struggles and interests of rural peoples. [ABSTRACT FROM AUTHOR]

Copyright of ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M. is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is the result of the master's thesis entitled Planting in the hope of reaching the ¡and: experiences of struggle in popular education and human emancipation in the Viva Deus Community (2021), presented to the Graduate Program Teacher Training in Educational Practices, in the line of research on Pluriculturality, Interculturality and Interdisciplinary Educational Practices, of the Federal University of Maranhâo, campus of Imperatriz/MA, which presented the experiences of a landless encampment that struggles for the land regu-larization in which it is located. Thus, in this text, we seek to present the contributions of action research to the resistance movement of Popular Education in that community. To this end, we sought the collaboration of Demo (1998, 2012), Zanette (2017), Minayo (2014), Lüdke and André (1986), Bogdan and Biklen (1994) and Freiré (1967), as well as Thiollent (2009,2020), to think and rethink the methodological principles of action research. At first, we will define the qualitative perspective of investigation in its historical-social commitment with processes working-class liberation, as well as present the perspective of action research and the process of research locus constitution. Then, the methodological tools used (field diary, reports, culture circle, and the situation-problem-challenge) will be announced, whose functioning is closely articulated with the principles of action research. Finally, we will present the collaboration of qualitative research for the resistance movements of Popular Education. [ABSTRACT FROM AUTHOR]

The text presents the philosophical foundations to configure a Latin American philosophy that supports a philosophy of education project from popular education. The philosophical reflection of Leopoldo Zea and Amado Osorio is examined. Topics such as the existence of a Latin American philosophy, Latin American philosophical thought, an agreement on philosophy, a philosophy of education in Latin America, and a philosophy of education as the basis for philosophical education in Latin America are developed. The text concludes that a Latin American philosophy does not need to break with universal thought, but rather to recognize its vital problems in order to provide reflective clarity and act upon them. [Extracted from the article]

At the end of 2018, 50 years were remembered since the founding of the Departamento Universitario Obrero Campesino -DUOC- at the Pontificia Universidad Católica de Chile, an organization that arose from the determined action of three student leaders of the Instituto Pedagógico, students of Philosophy Pedagogy, of that university. DUOC's initial work was in favor of the most disadvantaged students, who wanted to provide them with tools for their personal and professional growth. This action obeyed the University Reform initiated on August 11, 1967 in this organization belonging to the Catholic Church. This institution still exists today, although its initial objective has changed. [ABSTRACT FROM AUTHOR]

Based on research on the deployment of a community Internet network in 2019 and 2020 in a rural community of Córdoba, Argentina, the collaboration strategies between organizations to produce technological and political knowledge are analyzed. The compatibility between the approaches of technological sovereignty and food sovereignty; the education-action methodology in the territory, face-to-face, collective and experiential; cooperation during the maintenance and extension of the network; articulation with other community networks and incidence on politics stand out. [ABSTRACT FROM AUTHOR]

Copyright of Investigaciones ANDINA is the property of Fundacion Universitaria del Area Andina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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