Los fundamentos “freireanos” En la construcción de la Pedagogía Social de Brasil

Bridging Traditions and Innovations: the First International Social Pedagogy Conference

Nos últimos anos do século XX e no início do século XXI, as transformações econômicas, políticas e culturais no cenário mundial influenciaram fortemente o fluxo migratório, tornando-o, novamente, uma temática de destaque no Brasil. Sabe-se que uma parte considerável dos migrantes chega ao país sem possuir domínio da língua portuguesa e perspectiva de trabalho. Logo, buscam associações e instituições que atuam como suporte de acolhida, instrução e orientação, auxiliando-os na inserção social. Nesse contexto, o objetivo deste artigo é discutir como a Pedagogia Social e suas práticas de Educação popular, comunitária e social podem contribuir para o processo educacional dos migrantes em situação de vulnerabilidade no Brasil. Parte-se do pressuposto de que é urgente refletir sobre as práticas para superação de obstáculos enfrentados por grupos migratórios na chegada no novo país. Ao final, discorre-se sobre a importância das práticas da Pedagogia Social na promoção de equidade de direitos entre cidadãos brasileiros e migrantes internacionais. Palavras-chave: Migrantes internacionais. Pedagogia social. Educação popular. Educação social. Educação comunitária.

Individual, family and environment as the subject of research in social pedagogy – development and transformations

This paper work, as a systematic review, aims at proposing a recapture of the thought about the relevance of a critical reflection on social educational practice while an aspect related to the Social Educator competence, from a systemic perspective. In order to accomplish this, a data base was used with the following descriptors, in a separate way: Social Educator, Critical Reflection, Education, Social Projects, Social Education and Systemic Thinking. Besides, a broadly known literature was made use of to review concepts and ideas concerned to the referred topic. From the largely understood conceptions about Systemic Thinking, we went through current concepts and ideas about the notions and attributions of the Educator and of Social Education, and got to an idea that the critical position of this professional can contribute to processes of subjectivity of the individual capable of implementing better ways of being in the world. As final consideration of this review, one can reach the thought that the relevance of critical reflection of educational practice, while a Social Educator competence, resides in the (re)vitalizing development of identity and personality of the learners caused by the Social Educator performance.

This study aimed to apprehend the meanings concerning to popular class students enrolled in preschool by identifying and analyzing the social representations f teachers in Child Education in the city of Uberlndia, Minas Gerais, Brazil. We collected data using questionnaires and interviews and they were organized and categorized according to the content analysis The analysis was based on the theoretical and methodological framework of Social Representations as well on theories and practices in Popular Education. Five child schools have participated, one of each sectorial pole, aiming to decentralize the data collection, to obtain a heterogeneous sample, expressing the pedagogical ideology of the various spaces and subjects. The theoretical and methodological framework used to conduct research and data analysis aimed to ensure the coherence and the methodological rigor indispensable in the research on Popular Education and Social Representations. We considered the human dimension inherent to teaching, the power of the symbolic in guiding and justifying conduct and the human capacity to create and transform the world, others and oneself. It was possible to identify the representational structure and the meanings attributed to the educational actions with the popular classes and the influence of the socio-historical aspects and the capitalist strength in the organization of school space. The results indicated a conflicting relationship between family and school as well an ambiguous representation concerning to teaching and learning. The paradox indicated the complexities of teaching profession, the historical roots of the school the popular classes and teaching trajectory in Brazil. We considered that the context of popular classes schooling of popular classes continues marked by the marginalization, exclusion and oppression of the subjects that make up this social group. The teaching function at this crossroads presents the threads of a professional development conditioned to the structures imposed by the capital. Recognizing the constitutive elements of the educational reality in which teachers and students are found and considering in this perspective, the professional of Education as a historical subject whose life baggage interferes with their educational practice, we considered the urgent need for reflection and proposition of concrete actions for the strengthening of the public school and for the teacher training. It is indispensable to review the public educational policies, especially those directed to the initial and continued formation of teachers their valorization. Besides we pointed out the need of democratizing the popular participation in discussing such actions: it is fundamental to involve the subjects who participate in the school in the decision making about the administrative and pedagogical organization. From the research, we apprehended the meanings of the teachers' representations on their students of popular classes; we understood that it was possible to identify these representations and their force in developing educative actions. We also identified the strong binding of these representations to the subjects' life stories and the human mark through time in building meanings that we attribute to the others, to the world and to ourselves.

In Japan a concept similar to social pedagogy is ‘social education’ in Japan. The aim of thispaper is to clarify the reality of social education in Japan through discussion on the history, theory, method-ologies, professionalization and practice of social education in Japan. The goal of social education is toachieve individual self-fulfillment by either systematically organizing formal education and non-formal edu-cation, or accumulating non-formal education, and at the same time, contributing to a better society. Thisalso means the realization of a social capital in a community. The realization of a better society and individ-ual self-fulfillment are the social welfare philosophy itself. Although the ways of approaching social educa-tion and social welfare are different, it may be said that they share the same philosophy.In recent years, there have been attempts to integrate social education and welfare, and develop struc-turally-consolidated practices in some communities. Administratively, it is a challenge to bureaucratic sec-tionalism. The problem is with the arrangement of staff who are in charge of its practice. It is possible tocreate a Social Education Welfare practice in communities by assigning staff who are in charge of social ed-ucation and staff who are in charge of social welfare. Both of the groups will cooperate and work together.The practice carried out by the cooperation between social education and welfare will lead to the devel-opment of community and also the structure of community governance.In the future, it will be necessary for communities develop with the purpose of realization of a better so-ciety through the practices of social welfare and education. The structure of Social Education Welfare basedon communities suggests the direction of social education in Japan in the future.

‘Social pedagogy’ is not a familiar term in South Africa. Instead, everything to do with education outside or beyond schooling is subsumed under ‘adult education’. Community education or alterna- tives are generally known as ‘radical’ or ‘popular’ education’ concerned with social, economic and political transformation. Based on the pedagogy of Paulo Freire and participatory development paradigms these are rooted in the mass democratic struggles against apartheid. This paper is based on extensive research by the authors as participant observers and activists, conducted over many years into university-based adult education on the one hand, and praxis outside academic institutions, on the other. The authors have a his- tory of engagement in worker education, and key elements of education in the non-racial trade union move- ment as one of the most important organised forces of internal political resistance are suggested as informing curricula of university-based adult education. Since 1994 and the change to democracy, adult education departments in universities have increasingly been eroded or disappeared as separate departments or programmes. Like elsewhere in the north, we have witnessed the undermining and increased professionalization and institutionalization of adult education across contexts – and with it a marked reduction in radical outlook and purpose. However, the method- ological approach has remained committed to participation and dialogue, and, with the waning of commu- nity-based students who bring with them extensive experience from the field, there is a consistent emphasis on other, practice-based knowledges through guest educators, and by sending students to design and con- duct research and small interventions, at community level. Popular education outside the university takes numerous forms, and as an 18-month research project has shown, there are still many initiatives that target members of working class communities who have no other access to education. Much of this work is based on a ‘pedagogy of contingency’ in that it responds di rectly to local needs and concerns. However, not all of the popular education practices continue the tradi tion of radical, conscientising education. We describe three tensions or contradictions experienced by ed- ucators concerned with transformation; firstly, the tension between participation as a principle or a technique; secondly, the tension between individual or collective change; thirdly, the tension between working ‘bottom- up’ or ‘top-down’ in designing curricula and asking ‘Who leads, and who follows?’ in attempts to work dem- ocratically. We conclude that constraints and demands informed by neoliberal politics have made the work of activist academics and academic activists increasingly difficult. The paper concludes by suggesting that building global solidarity amongst adult educators who have carried their struggles from the past into the future, and younger educators who create new forms of radical pedagogy forward, are important ways of keeping social justice agendas and practices alive.

Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT’s popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT’s terrain in social studies education research. Starting from Ladson-Billings’s watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how scholars have positioned CRT within social studies education research to foreground the relationship between citizenship and race. Overall, findings from our theoretical review illustrated that contrary to the proliferation of CRT in educational research, CRT was slow to catch on as a theoretical and analytic framework in social studies education, as only seven of the articles in our analysis were published between 2004 and 2010. However, CRT emerged as a viable framework for the examination of race, racism, and racialized citizenship between 2011 and 2019, with a majority of these studies emphasizing (a) the centrality of race as a core tenet of CRT, (b) idealist interrogations of race, (c) the perspectives of teachers of color and White teachers in learning how to teach about race, and (d) the role of race and racism in curricular analyses that serve as counternarrative to the master script of the nation’s linear social progress in social studies education.

Este artigo se propõe a apresentar algumas reflexões acerca da educação popular e da pedagogia social, e no bojo destas, será problematizado o caso de Porto Alegre. O método utilizado se baseia em estudos teóricos e inserção direta em contextos de educação popular, com sínteses e discussões grupais. Como resultado, enfatiza-se que há convergências, mas também desencontros entre ambas as terminologias e, soma-se a elas, ainda outras, parecidas. A educação popular surge muito fortemente vinculada a movimentos sociais populares e carrega consigo o compromisso pela transformação social. A pedagogia social, por sua vez, nasce no contexto pós - segunda guerra mundial numa situação de vulnerabilidade, propondo-se a assistência e amenização de sofrimentos. Neste aspecto há diálogos possíveis, entretanto, a educação popular possui um caráter marcadamente de classes, com opção pelos (as) empobrecidos (as), que de acordo com Freire, aprendem também a ler o mundo. O desencontro ocorre, quando se confundem os termos – educação popular e pedagogia social – como se fossem a mesma coisa, ou se um pudesse substituir o outro. Por fim, como conclusão, pontua-se que a educação popular não exclui a pedagogia social e vice versa, sendo que as duas possuem sentido nos fazeres pedagógicos.

Social pedagogy theory and practice have developed since the 19th century, but because it is a fairly new concept for the UK and the English-speaking world, it may be helpful at the outset to give a summary explanation. We shall see that one way of looking at it is through the lens of social policy. It can be taken to apply to measures which address the interests and concerns of society by broadly educational provision and practice, as one of many policy options. For example, concern about families could be addressed fiscally or via a benefit system. But they could also be addressed through what in many countries would be seen as social pedagogic provision such as the children’s centre, where informal education plays a large part. Nevertheless, while theoretically such provision can be conceptualized as social pedagogy, in the UK, at least, the practice and theory base of social pedagogy as such has until recently been less developed. The following chapter has more to say about this and how social pedagogy sets out to support human development, with an awareness of its individual and, importantly, social dimensions. Thus social pedagogy can apply to services across the age range, from childhood to old age, on the basis that human development is a life-long process. However, my own research into the subject has been largely about children, young people, family support and children’s residential and foster care, so it is this work that I refer to in what follows.

The purpose of this critical review is to find the origin and implications for the direction of lifelong education in the future through social education studies during the Japanese colonial period. Through historical literature approach, the researcher studied the thought formation process of Sungjae Lee Dong-hwi's social education and his social education practice. As a result of the critical review, Sungjae Lee Dong-hwi's social education ideology would be influenced by Lee Seung-gyo's teaching, raising modern consciousness during military training and activities in the Independence Club, freedom and equality from Christian admission, and proletarian revolutionary ideology embraced socialism. It was confirmed that Lee Dong-hwi's practice of social education was a kind of revolutionary social education movement to save the country from Japanese oppression. He practiced early social education from Socialism with the building of schools actively, patriotic enlightenment movements through academic societies and social organizations, religious social education movements that carried out Christian evangelism and educational movements, and establishing the Korean Socialist Party and the Goryeo Communist Party. These changing process of Sungjae Lee Dong-hwi's social education and practicing social education that recognizes the importance of people's education and national independence as the highest value rather than socialist ideology could provide the important implications to Korean lifelong education by establishing its philosophy and presenting direction, solution of emerging challenges, and orientation of lifelong education after unification.

The present study aimed to analyze the Municipal program of Youth and Adult Education (PMEA) in Uberlndia-MG, from 1990 to 2016, comprising how it constituted, implemented and developed the program, also making an overview of EJA in Brazil and Municipality of Uberlndia from the Constitution of 1988, the moment in which the redemocratization of teaching is discussed after the military civil dictatorship. Starting from the different relationships between youth and adult education and popular education, this paper presents the concepts of popular, social and community education, opening up to the discussion of the characteristics that approximate and distance the Pmea of these molds. In the presentation of the program, the characteristics and specificities of its organization are presented, its performance as an educational program and identified the existing profiles of the subjects that are inserted. The study was conducted using documental and bibliographic research documents were consulted in the archives of the Youth and Adult Education center located in the Municipal Centre for Educational Studies and projects ( CEMEPE), having also as sources interviews with pupils and students, besides observation visits in the various spaces of the program, being recorded information on how these spaces constitute. Finally, the work seeks to retract the importance that the PMEA has for those who were not schooled in their own age or were insufficiently and discussing, from the stories of these people, the reasons that they had been deprived of school education , besides being for many a space of psychosocial coexistence.

Social work and social pedagogy in Colombia are disciplines and professional fields of special relevance for social and educational action. This article analyses what has been the evolution of these fields of knowledge and practice in the Colombian context, from historical, disciplinary, professional and academic standpoints. For this, a documentary analysis has been carried out methodologically in the two areas of knowledge, with a historical and theoretical review of the disciplines in the country, as well as of the relevant national undergraduate and graduate programmes. This article concludes by establishing that social work has a longer historical trajectory in the country to provide social responses to complex problems and violence, with vocational professionalisation, scientific intervention and wide academic recognition in careers present in the country’s universities. In contrast, social pedagogy has had some attempts at being instituted into careers in the country and presents a great diversification of professions from popular or community education, and has struggled to become professionalised due to the prominence given to social work by public policy and education. Nonetheless, our analysis demonstrates that with the historical influence of critical pedagogies and recent global contributions, there is currently a significant upward trajectory of social pedagogy in Colombia, with two Master’s degrees existing since 2019 (which train educators and social workers in socio-educational action).

This paper presents findings from a multi-case study of social studies educators which focused on the impact of institutional requirements on social studies teaching as phronesis. The concept of phronesis, or practical wisdom of human values, occupies a central space in this study, acting as both the theoretical and methodological framework. As a theoretical framework, Aristotle’s articulation of phronesis, and its distinction from the intellectual states of episteme and techne, guided the development of research questions and acted as an entry point for analysis of participant data concerning the impact of school-based requirements on social studies teaching. As a methodological framework, this study is grounded in Flyvbjerg’s (2001) argument for a “phronetic social science,” which envisions social science work as contributing to dialogue about human values, rather than a vain attempt of strict prediction and explanation. I merge these considerations with the value and utility of qualitative case study, which functions as the study design. Based on this framing, I sought to gain an in-depth understanding of the role that schools play in the development or control of teacher’s practical wisdom and socially-minded educational goals. Answers to this question are discussed through the examination of four different cases of social studies teachers from Alabama. Through a thematic analysis of qualitative data, I illustrate that institutional teaching requirements largely constrained “phronetic” possibilities for social studies education. The major findings indicate that, rather than supporting professional teacher judgments and fostering socially conscious goals, school-based requirements pushed participants to implement technical pedagogies in order to meet pre-determined outcomes. I conclude with a discussion that critically evaluates the nature of contemporary educational reform and considers the place of social studies in this climate.

The proposed paper will address itself to the changing relationship between educational theory and practice in response to the challenge of postmodernism. The formulation of universal theoretical framework to distinct universalia from accidentia both in physical and social world can be traced to the legacy of the Enlightenment. For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began with the need to understand modernization following the Enlightenment ideals for transforming society. Prediction and control of social development were called for the transformation of society. The rigorous scientific theory was thus required within the context of social modernization. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Chritian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by the educational positivists in 1960's to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. constitution of those things that flow upon(the body) and impinge upon it, as ancient Greek philosopher Democritus (Diels & Kranz, 1956, 68 Dem. B9) would say. The universality of knowledge claim and ahistorical epistemological foundation are refuted by postmodernists. An intensive awareness of the significance of language, discourse and socio-cultural locatedness has been arising in the making of any knowledge-claim. As J. -F. Lyotard (1984) properly observes, ”for the last forty years the «leading» sciences and technologies have had to do with language and scientific knowledge has been nothing but a kind of discourse in addition to, and in competition and conflict with another kind of knowledge-narrative knowledge”. Thus scientific knowledge has lost its monopolistic legitimation authority. If the reality is questioned and knowledge ligitimation is floating as a myriad of meaning changes, how can an avowed universally, or at least generally, valid educational theory be set up to regulate educational practice? Education is, as R. Usher and R. Edwards (1994: 24) correctly observe, ”very much the dutiful child of the Enlightenment and, as such, tends to uncritically accept a set of assumptions deriving from Enlightenment thought.” For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began, as Hollinger (1994: 3) observes, with the need to understand the social and cultural transformation, specifically of modernization, following the Enlightenment ideal of perfecting social development. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Christian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by educational posititivists in the 1960s to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomologocal theories based on western rational logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalianism in scientific discourse. Under the impacts of postmodern anti-foundationalism, epistemological pluralism and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self. This paper aderesses itself to this debatable issue facing the dialectical confrontation and synthesis of modernity and postmodernity. Educational Theory and Practice of the Enlightment Legacy Education was deemed as worthy vehicle by the Enlightenment philosophers to substantiate and realize the ideals of critical reason, humanistic individual freedom and benevolent progress of that time. Towards actualizing these ideals, the establishment of rational educational science was thought essential to investigate suitable educational methods (H. Blankertz, 1982: 28-29). 1. Kant (1804: 444), as an heir of the Enlightenment, proposed first: The mechanism of educational art must be transformed into a kind of The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomological theories based on western rationalistic logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalitarianism in scientific discourse. Under the impacts of postmodern incredulity to the totalizing metanarrtives pluralistic stance, and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self.