Popular Education Research Articles

Learning processes and repercussions from handicrafts for social and popular education

The research incorporates the experiences of a group of artisans from Azuay and Cañar in Ecuador, aims to reflect on the professional practices of artisan collectives and their relationshipwith formal educational processes from a pedagogical approach focused on social and popular education. The study applies qualitative methodology with ethnographic focus. The results not only highlight that the spaces occupied by craftsmanship in the social imaginary are markedby obstacles and restrictions in professional practice, but also demonstrate that the knowledge they possess is conditioned by ethnic and sociocultural dimensions. Despite having experiencesand knowledge that are not far from the curriculum taught in the educational system, these are excluded and considered of lesser value. The research concludes that recognizing artisanal methods and procedures can be used as powerful formative elements to strengthen identity, democraticparticipation, dialogue of knowledge, social justice, and true intercultural education. Consequently, social and popular education can help promote the active participation of artisans and other collectives and contribute to the transformation and change of unequal structures from a socioeducationalperspective.

Commoning education, challenging the state: the radical instability of Bachilleratos Populares in Buenos Aires

ABSTRACT From a neo-Marxist approach, ‘the commons’ are defined as utopian, anti/post-capitalist, and self-managed initiatives created by civil society autonomously from the market and the state, organised as open access, horizontal, and assembly-led spaces. In light of their organisation according to these principles, this article addresses the experience of the Argentine Bachilleratos Populares (BPs) as an example of educational commons. The BPs are popular education experiences created by grassroots social organisations from the social uprisings of 2001 that adopted a school format to ensure a secondary education diploma for their students. Their school format forged the BPs on a radical contradiction between their autonomous politics of destabilising rationality and the state-centric policies of stabilising rationality. Drawing from the policy documents that recognise the BPs as secondary schools and interviews with 16 BPs activists and 4 state managers (politicians and officials) of the Ministry of Education of Buenos Aires City, this article provides a strategic and institutional analysis of the BPs. This analysis delves into the conditions that enabled or facilitated BPs’ origin, their institutional design in interrelation with the state, and the ensuing set of contradictions, limits, and dilemmas that make the BPs a radical institutional arrangement inevitably marked by instability.

Prevalence and pattern of multimorbidity in China: a cross-sectional study of 224,142 adults over 60 years old.

To examine the prevalence and potential risk factors of multimorbidity among older adult in China. In addition, we investigated the pattern of multimorbidity. This study is based on data from the fourth Sample Survey of the Aged Population in Urban and Rural China (SSAPUR) in 2015, a comprehensive survey of individuals aged 60 years or older in China. We calculated baseline data and prevalence rates for comorbidities, stratified by household registration, age, sex, education, exercise, and health insurance. Univariate and multivariate logistic regression analyses were conducted to identify potential risk factors for comorbidities. Furthermore, we determined the prevalence rates for the three most frequent disease combinations. A total of 215,040 participants were included in our analysis. The prevalence of multimorbidity was 50.5% among the older adult in China. The prevalence rate was slightly higher in rural areas than in urban areas, with rates of 51.5 and 49.6%, respectively (p < 0.001). Moreover, the prevalence rate was higher in females than in males, with rates of 55.2 and 45.3%, respectively (p < 0.001). Multivariate logistic regression analysis revealed that individuals aged 70-79 years (OR:1.40, 95% CI: 1.38-1.43, p < 0.001) and over 80 years (OR:1.41, 95% CI: 1.38-1.45, p < 0.001) had a higher prevalence of multimorbidity than those aged 60-69 years. The most prevalent pair of comorbidities was hypertension and osteoarthropathy, with 19.6% of the participants having these two conditions, accounting for 5.4% of the total participants. Our findings indicate a high prevalence of multimorbidity among the older adult in China. Increased expenditure on preventive health care, popularization of general medicine and popular medical education may be adopted by the Government to cope with the high prevalence of multimorbidity.

The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924

The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?

The use of popular music in the education of children aged 4–6 years from the perspective of Polish and American early childhood education teachers1

The aim of this study was to examine Polish and US teachers’ popular music education practices with children 4–6 years old. Focus groups and individual interviews involved eighteen Polish and eighteen American teachers. The data were analysed using MAXQDA software in a coding process based on sociocultural theory. The results demonstrate that Polish and US teachers use similar popular music in similar contexts. However, the author found specific differences. When asked about their plans for future inclusion of popular music education, American teachers stressed that they planned to intensify its use by designing and implementing more activities. On the other hand, Polish teachers equated their plans with their own professional and self-development. This study sheds light on the role of popular music in educating young children as reported by Polish and US teachers and highlights the importance of continued research in this area.

A EDUCAÇÃO POPULAR EM SAÚDE NA ARTICULAÇÃO COM A PROMOÇÃO DA SAÚDE: Revisão integrativa

The present study refers to an integrative review research on the actions and results that the Popular Health Education strategy has offered to populations in integration with proposals from the field of Health Promotion in Brazil. There was an online search in three databases: SUMÁRIOS.ORG, DOAJ, SCIELO. Listed descriptors: popular health education and health promotion. 22 studies were selected. The research presented three thematic categories for analysis: 'Active methodologies of the teaching and learning process in the construction of popular education actions in health'; 'Popular health education actions in conjunction with the National Health Promotion Policy (PNPS)'; ‘The strategy of popular health education in line with the 2030 Agenda and the Sustainable Development Goals’, generating the planning of proposals involving populations and communities, health professionals, the school context, and connections with the priority themes of the health promotion project and the PNPS. From the results it is concluded that the strategy of popular health education is an important action tool, as it promotes the empowerment of individuals and society, in addition to favoring the development of personal and collective skills. However, there are still challenges to be faced regarding the creation and expansion of innovative and educational practices in health.

Tema e Significação na constituição do signo ideológico “cura” em narrativas autobiográficas de terapeutas em práticas integrativas e complementares em saúde

The objective of this study is to analyze the theme and the meaning in the constitution of the ideological sign “cure” as enunciated by a participant of the “Updating Course in Hand Therapy: Focus on Practices and Narratives in Massage Therapy and Shantala”. The subject participating in this study is a popular educator and therapist in health, who bases their practice on the precepts of Freire's pedagogy for the promotion of health care. The corpus of this study consists of several autobiographical narratives collected throughout the training. For analysis, the concept of meaning and theme (Volóchinov, 2017) was used, drawing from discussions about discursive genre in Bakhtin (2006), ideological sign (Volóchinov, opus cit), and the notion of Popular Education (Freire, 1970; 1992). The analysis revealed that, in the context of the enunciative construction, the sign "cure" for the educator only acquires meaning if it is associated with connection and well-being if the touch opens the heart to the flow of the unconditional and makes the being vibrate.

What has been discussed about Popular Health Education in recent years: a narrative review of the literature.

This narrative review aims to analyze the literature on Collective Health to recognize what has been discussed in Popular Health Education (PHE) from 2019 to 2022. Fifty-nine articles were selected, critically analyzed, and separated into six summary categories: popular education practices as promoters of a participatory vision of health; popular education and the valorization of local popular culture knowledge and practices; popular health education as a strategy to support social reconstruction in the face of setbacks in public policies; the importance of national articulation in popular education as a response to its devaluation; popular education as a liberating project thinking about the democratic formation and the fight against institutional and structural violence; popular education in the university health training process. We achieved significant results that elucidate the importance of PHE within the Unified Health System and the academic education of health professionals, fostering respect for ancestral knowledge and care horizontality. We also reaffirm the need for national articulation and dialogue with grassroots movements to advance Brazil's emancipatory and dignifying health agenda.

O que se tem discutido sobre Educação Popular em Saúde nos últimos anos: uma revisão narrativa da literatura

Abstract This narrative review aims to analyze the literature on Collective Health to recognize what has been discussed in Popular Health Education (PHE) from 2019 to 2022. Fifty-nine articles were selected, critically analyzed, and separated into six summary categories: popular education practices as promoters of a participatory vision of health; popular education and the valorization of local popular culture knowledge and practices; popular health education as a strategy to support social reconstruction in the face of setbacks in public policies; the importance of national articulation in popular education as a response to its devaluation; popular education as a liberating project thinking about the democratic formation and the fight against institutional and structural violence; popular education in the university health training process. We achieved significant results that elucidate the importance of PHE within the Unified Health System and the academic education of health professionals, fostering respect for ancestral knowledge and care horizontality. We also reaffirm the need for national articulation and dialogue with grassroots movements to advance Brazil’s emancipatory and dignifying health agenda.

Popular education in the SUS: current challenges from the perspective of the Observatory of Popular Health Education and the Brazilian Reality.

This paper aims to bring reflections and notes for strengthening Brazilian structuring public policies, focusing on Popular Health Education in the Unified Health System (SUS) from the perspectives built in the Observatory of Popular Health Education and the Brazilian Reality. The Observatory is a valuable space for sharing health professionals' and popular educators' interpretations and experiences about local and Brazilian realities from the perspective of Popular Health Education. During its two years of activity, the Observatory has gathered summary interpretations of Popular Health Education for the crises that traverse the country's recent history in a dialogical and participatory way. In a panoramic view, the shared statements point to challenges for valuing the human approach to health promotion, including respecting local and community knowledge and social practices. Moreover, we underscore the importance of social participation in constructing participatory social processes in public health toward citizen autonomy and expanded democratic dynamics in the Brazilian State and its social equipment.

Educação popular no SUS: desafios atuais no olhar do Observatório de Educação Popular em Saúde e Realidade Brasileira

Abstract This paper aims to bring reflections and notes for strengthening Brazilian structuring public policies, focusing on Popular Health Education in the Unified Health System (SUS) from the perspectives built in the Observatory of Popular Health Education and the Brazilian Reality. The Observatory is a valuable space for sharing health professionals’ and popular educators’ interpretations and experiences about local and Brazilian realities from the perspective of Popular Health Education. During its two years of activity, the Observatory has gathered summary interpretations of Popular Health Education for the crises that traverse the country’s recent history in a dialogical and participatory way. In a panoramic view, the shared statements point to challenges for valuing the human approach to health promotion, including respecting local and community knowledge and social practices. Moreover, we underscore the importance of social participation in constructing participatory social processes in public health toward citizen autonomy and expanded democratic dynamics in the Brazilian State and its social equipment.

Dialogues between popular education and food and nutritional education: reflections from the trajectories of three university professors.

This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking. Thus, clues are offered to understand the interfaces of Popular Education (PE) and Food and Nutrition Education (FNE) in the converging actions around the fight against hunger and the right to food without, however, reducing one to the other when food and Nutrition are projected on the horizon of practices.

Diálogos entre educação popular e educação alimentar e nutricional: reflexões a partir das trajetórias de três docentes universitários

Abstract This essay explores the convergences and singularities of popular education and Food and Nutrition Education based on biographical fragments of the undergraduate training program in Nutrition of three university professors who established their academic and professional trajectories at these crossroads of knowledge and actions mediated by popular education. Inspired by the autobiographical method, the narratives revealed that the initial indignations with social inequalities were mobilizing the routes in the formative path toward understanding hunger, suffering, and human care. To this end, seeking spaces and opportunities to learn about and experience social work in contexts of vulnerabilities was a decisive factor in their personal and professional constructions, revealing the contradictions of traditional training models and the starting point for the genesis of critical thinking. Thus, clues are offered to understand the interfaces of Popular Education (PE) and Food and Nutrition Education (FNE) in the converging actions around the fight against hunger and the right to food without, however, reducing one to the other when food and Nutrition are projected on the horizon of practices.

A contribuição do pensamento de Paulo Freire para a Vigilância Popular em Saúde

Abstract Paulo Freire considered Popular Education (PE) as an emancipatory process, through debate and critical action, as a dimension of human existence. This text aims to conduct a narrative literature review on the articulations of Paulo Freire’s ideas with Popular Health Surveillance (PHS) actions based on his contributions to Education and Health. The text presents how the contributions of Paulo Freire and Popular Health Education inspired the construction of Popular Health Surveillance, which seeks to promote the transformation of local reality in the face of rights violations and advocate for life. Thus, experiences from vulnerable territories and populations often use Popular Education pedagogical strategies to establish PHS practices. Popular Health Education becomes crucial in the territory to stimulate the transformation of individual perception and discuss their reality. Promoting a praxis about the “critical situation” in the daily lives of social stakeholders allows diagnosing reality based on scientific information in dialogue with culture and popular organization as a possibility of building the “viable unprecedented”.

The contribution of Paulo Freire's thought to Popular Health Surveillance.

Paulo Freire considered Popular Education (PE) as an emancipatory process, through debate and critical action, as a dimension of human existence. This text aims to conduct a narrative literature review on the articulations of Paulo Freire's ideas with Popular Health Surveillance (PHS) actions based on his contributions to Education and Health. The text presents how the contributions of Paulo Freire and Popular Health Education inspired the construction of Popular Health Surveillance, which seeks to promote the transformation of local reality in the face of rights violations and advocate for life. Thus, experiences from vulnerable territories and populations often use Popular Education pedagogical strategies to establish PHS practices. Popular Health Education becomes crucial in the territory to stimulate the transformation of individual perception and discuss their reality. Promoting a praxis about the "critical situation" in the daily lives of social stakeholders allows diagnosing reality based on scientific information in dialogue with culture and popular organization as a possibility of building the "viable unprecedented".

Aquí Entre Nos (Just Between Us): Engagement of Hotel Housekeepers During Sociopolitical and Environmental Change

Abstract: Background: Aquí Entre Nos (Between Us) is a community-based participatory research project to engage rural, ethno-racially diverse hotel housekeepers in a right to work state during a time of national anti-immigrant policy, wildfires and emergence of a global pandemic. Objectives: We aimed to (1) build trust and social support with the hotel housekeeping community, (2) learn about the occupational health, safety, and workers’ rights challenges, strategies, and solutions held by workers, and (3) develop a workforce-driven research and action agenda to improve labor and health conditions. Methods: Participatory mixed methods rooted in popular education are described to form an advisory board and engage the workforce. Lessons Learned: Trusted relationships built through community organizing around immigration, housing, and minimum wage were critical to engage and drive a worker centered research agenda. Conclusions: Despite challenges, housekeeper advisors defined a research agenda that addressed immediate-and long-term needs of the workforce.

Editors’ introduction to the Special Issue on CCM voice

In this Special Issue, the authors describe the popular music education landscape in and from which practice and theory of contemporary commercial music (CCM) voice studies have emerged. They contextualize the discipline within the history of conferences of the Association for Popular Music Education before outlining the article content from all contributing authors.

What should the rules be – or should there be rules? Embodied popular education and the production of facilitated space

What should the rules be – or should there be rules? Embodied popular education and the production of facilitated space

세계시민교육으로서의 대중음악교육을 위한 변혁적 접근

This study reconsiders and reflects on the issues surrounding contemporary education such as anti-bias education, transformative education from the perspective of global citizenship, and education in the context of Korean popular music learning. The scope of popular music education not only comprises physical sonic elements but also includes complex socio-cultural phenomenon such as modernity and colonialism. However, a tendency to adopt a western art music-centric curriculum based on enlightenment notions persists in Korean popular music education. These factors are becoming a serious obstacle to approach contemporary virtues of music education. This study examines the asymmetric curriculum of the class based on the question of “how popular music in Korea is being reflected and how the meaning of authenticity is being defined.” To this end, this study includes comparative explanations on the reconstructed popular music curricula from different countries and seeks to understand the ethno-semantic aspects of the Korean classroom context. The different meanings of reflection upon a critical perspective are emphasized to approach the core competencies of contemporary popular music education such as global citizenship, critical, anti-bias, and transformative competency.

Taking a longer historical view of America’s renaming moment: The role of Black onomastic activism within the Student Nonviolent Coordinating Committee (SNCC)

Renaming practices are increasingly deployed as a political technology in USA campaigns to do greater justice to the rights, histories, and identities of historically marginalized groups. African American social actors and groups have been especially active in this onomastic or naming activism. To fully make sense of this renaming moment, which is often popularly misrepresented as brand new, we outline an approach that takes a longer view of the history of Black naming by drawing together ideas from the field of Black geographies, specifically Katherine McKittrick’s ideas about Black livingness, and our work in critical place naming studies. As an illustration, we conduct a study of SNCC and the way civil rights workers and mobilized communities valued names and deployed onomastic tactics—the (re)naming of people, places, and institutions as part of their creative and grass-roots activism. These onomastic tactics facilitated and accompanied SNCC’s gathering of antiracist intelligence, constructing a subaltern transportation system, and carrying out a revolutionary remaking of place and affective atmosphere in the face of oppression. We not only seek to add a needed racial genealogy of ongoing naming struggles in America, but also use SNCC’s onomastic tactics to tell a story of the Civil Rights Movement generally not well understood and to expand what counts as activism and who counts as activists beyond canonized celebrations of the Movement in popular media and education. As an important guide to current naming struggles, the SNCC experience is instructive of the fact that renaming alone cannot count as liberation. Rather, the efficacy of naming as a civil rights practice comes from the assembling and mobilizing of names with the broader capacities of people, material places, and political practices and discourses.