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This paper analyses the "Vida Maria" documentary movie. It explores the Brazilian Northeast region's culture, education, and socioeconomic context. Its aim is to discuss how the cultural elements in the short film influence the experiences and perspectives of the movie characters, especially those of the protagonist, Maria. The goals include understanding the relationship between scholarly culture and human development and researching how life conditions have impacted education in unfavorable contexts. The methodology used was qualitative, with content critic analysis based on Carlos Rodrigues Brandão's theories. The results highlight the close relationship between culture, education, and opportunities, emphasizing the importance of reflecting on social disparities. We can conclude that education and culture play fundamental roles in forming identity and personal perspectives, highlighting the need for inclusive educational policies. [ABSTRACT FROM AUTHOR]

This text presents reflective narratives about the creation and implementation of the Cooperative Network of Teaching, Research and Extension in Basic Education Schools (REBES), in times of the Covid-19 pandemic. It reveals signs of the plots of collective educational and training experiences and meetings with professionals from the Basic Education Network and other training spaces in the permanent movement of construction and development of the afore mentioned Network, within the municipality of Uberlândia, State of Minas Gerais, Brazil. Thus, in structural terms, the text is organized into three sections: the first takes up the narratives of basic education professionals who are members of REBES, as well as the context of production of these narratives, accompanied by evidence of the potential for interested listening. The second brings the experiences prior to the creation of REBES and the third presents reflective narratives about it. Finally, it is necessary to consider that the work within the scope of REBES is collaborative-solidarity, which emphasizes the perspective of militant research, popular extension and problematizing teaching, guiding the elaboration and implementation of interventional teaching, research and extension projects that are in dialogue with the assumptions of Popular Education, in defense of a transforming education. [ABSTRACT FROM AUTHOR]

This text aims to contribute to the reflection on the elaboration of the Municipal Education Plan (PME), guided by the concept, values, principles and methodologies of Popular Education. Starting from the elucidation of the concepts of Popular Education, democratic participation, knowledge from experience, deeds and popular propositional resistance, elements are presented for the understanding of education planning linked to an education proposal for emancipation and humanization. The next part of the text is dedicated to the systematization and analysis of an experience related to the preparation of the PME in the city of Uberlândia/MG-2015-2025, taking into account interpretative categories in the field of Popular Education and the intentionality of the elaboration of the referred plan as part the construction of a public, democratic, popular, secular, free and networked school. [ABSTRACT FROM AUTHOR]