Principles Of Popular Education Research Articles

Outros saberes, outros fazeres

O presente artigo tem por objetivo trazer reflexões teóricas e filosóficas que possam ser aplicadas ao currículo de formação de educadores do campo, visando à valorização de saberes e fazeres musicais que orientam as práticas culturais em comunidades que compõe os povos do campo. Aplicadas ao curso de Licenciatura de Educação do Campo, que reúne em suas práticas metodologias como a alternância pedagógica e os princípios da Educação Popular, pensa-se na orientação do processo de construção de conhecimento para analisar lógicas musicais outras que atendam as especificidades do currículo. Nesse sentido, propõe-se a reunião de outras Pedagogias, Sociologias, Histórias e Antropologias a fim de constituir um espaço dialógico, emancipador e libertador.

The Development of a Novel, Standards-Based Core Curriculum for Community Facing, Clinic-Based Community Health Workers.

Introduction: Historically, CHW trainings have been developed to support community-based CHWs. When CHWs have been trained to engage with patients, typically such trainings have been for short term grant funded projects, focusing on a specific health intervention and not for long term, ongoing engagement of CHWs employed in clinical settings. To the best of our knowledge, this is the first such effort to describe the development of a standards-based training curriculum for clinic-based CHWs using a novel conceptual framework.Methods: Our conceptual approach for curricular development has several innovative features including: (1) a foundational consultation process with CHW national experts to inform curricular development approach, process and content; (2) utilization of the CHW Consensus Project (C3 Project) to provide curricular standards and guide learning objectives; (3) integration of three key stakeholder group perspectives (patients, healthcare teams, and healthcare systems); (4) use of popular education principles, aiming to foster a collaborative learning process; (5) integration of adult learning principles which build on learners' experiences, culminating in a modified apprenticeship model and (6) collaboration with clinical partners throughout planning and development of the curriculum.Results: The resulting standards-based curriculum is comprised of 10 modules, which span three areas of focus: (1) Establishing a professional CHW identity and competencies; (2) Outlining the context, processes and key actors in health care settings with whom CHWs will engage; and (3) Identifying the main forces that shape health and health care outcomes of patients/families and communities.Discussion: We highlight four lessons from our curriculum development process that may help other such efforts. First, curricular development should utilize CHW standards, existing training materials, and community-focused principles to inform curricular content and learning outcomes. Second, curricula should support training delivery using experience-based, participatory approaches, consistent with adult education and popular education principles. Third, training development for clinical settings should also draw from clinical CHW experiences and input. Fourth, curricula should support training for key stakeholders and champions in clinical organizations to improve organizational readiness for integrating CHWs into healthcare teams and health systems. Our results contribute to growing research on effective CHW training methods for clinical settings.

Jornada Universitária em Defesa da Reforma Agrária: contribuições da Psicologia Social Comunitária

OBJETIVO: Este trabalho é um relato de experiência que tem como objetivo apresentar o processo de organização da 2ª Jornada Universitária em Defesa da Reforma Agrária (JURA), ocorrida na Universidade Federal de Mato Grosso (UFMT), a qual foi construída seguindo os princípios da Educação Popular e da Psicologia Social Comunitária, e que visou constituir-se como espaço de discussão de temas afetos à questão agrária e à transformação social, possibilitar a inserção das populações tradicionais e dos movimentos sociais na universidade e propiciar a aproximação entre o saber tradicional e o conhecimento científico. CASUÍSTICA: A abordagem teórico-metodológica adotada para a condução organizativa e a realização da JURA permitiu a construção de um espaço que fomentou a participação em condições igualitárias e dialógicas entre os membros da comunidade acadêmica e os participantes de movimentos sociais, os quais compuseram a comissão de organização do evento. CONSIDERAÇÕES FINAIS: Conclui-se pela validade de se aplicar os princípios e metodologias da Educação Popular e da Psicologia Social Comunitária aos processos de construção de atividades na academia, haja vista que estes possibilitaram potencializar o diálogo e o fortalecimento coletivo em torno dos objetivos do evento, em um processo que se configurou como educativo e emancipatório.

Educação popular e infância: princípios, concepções e práticas educativas

O presente texto discute a relação entre Educação Popular e Infância a partir de sua compreensão como práxis social, vivenciada por grupos populares e determinada pela realidade numa perspectiva histórica. Tratou-se de apreendê-las como construtos sociais e históricos que se dão nos planos objetivos e subjetivos. Neste sentido, buscou problematizar temas como direitos, cidadania e participação a partir da experiência do Movimento de Adolescentes e Crianças (MAC). Entre o proclamado e o efetivado, este estudo percorreu fontes legais (Estatutos, Declarações), documentos oficiais do Movimento, bem como escutou os sujeitos (crianças e adultos) envolvidos na experiência. Objetivou, portanto, analisar as concepções, princípios e práticas da educação popular, vivenciadas por crianças e adultos a partir do projeto sócio-político-educativo do MAC e investigar como tais valores contribuem para o reconhecimento da criança como sujeito de direitos no contexto da Educação Popular. A análise explicita que o exercício de construção de uma educação crítica, sobretudo de uma educação popular, deve ser permanentemente revisitado. A despeito de o MAC pautar-se nos princípios de uma Educação Popular, tanto esta experiência quanto outras que assim se denominam, precisam reconsiderar o estatuto da infância como condição para o reconhecimento da criança como sujeito com voz e participação. Isto implica revisitar o lugar do adulto na relação com a criança a partir de uma perspectiva dialógica, colaborativa e política numa ruptura com práticas de uma participação decorativa em direção a uma participação protagônica.

Diagnóstico participativo y gestión universitaria del conocimiento para el desarrollo agropecuario local

The Municipal University Center (CUM) function in the Network is to coordinate technological innovation as a pivot center that connects the knowledge produced in the University Network with local needs to solve production and service problems, it uses Paulo Freire´s Popular Education principles to introduce the science that solves problems in Agricultural Companies. As a pivot principle, a diagnosis was made on the productive forms of agriculture and an improvement project was worked on to resolve the difficulties. The concept of the Local Network for University Management of Knowledge and Innovation (GUCID for its acronyms in Spanish) was the basis of a Local Innovation System and its growing recognition is based on the fact that, regardless of the amount of codified knowledge that is produced, if there is no relationship between the amount of codified knowledge and the competencies (tacit knowledge) embodied in individuals and organizations, the locality will not capture the productive impulse of knowledge, nor will it translate it into innovation following a stable development path. It was concluded that innovation, promoted by students in their role as extension workers achieves the introduction of scientific results that ensure a solution to the productive problems of the Agricultural Units

Diagnóstico participativo y gestión universitaria del conocimiento para el desarrollo agropecuario local

La función del Centro Universitario Municipal (CUM) en la Red es coordinar la innovación tecnológica como centro de pivote que conecta el conocimiento producido en la Red Universitaria con las necesidades locales para resolver problemas productivos y de servicios, utilizando los principios de Educación Popular de Paulo Freire para introducir la ciencia que soluciona los problemas en Empresas Agropecuarias. En cuanto principio de pivote se realizó un diagnóstico en las formas productivas de la agricultura y se trabajó en un proyecto de mejora para resolver las dificultades.
 El concepto de Red Local de Gestión Universitaria del Conocimiento e Innovación (GUCID por sus siglas en español) fue la base de un Sistema de Innovación Local y su creciente reconocimiento se basa en que, independientemente de la cantidad de conocimiento codificado que se produce, si no existe relación entre la cantidad de conocimiento codificado y las competencias (conocimiento tácito) encarnadas en los individuos y organizaciones, la localidad no captará el impulso productivo del conocimiento, ni lo traducirá en innovación siguiendo una trayectoria estable. camino de desarrollo. Se concluyó que la innovación, impulsada por los estudiantes en su rol de “extensionistas” logra la introducción de resultados científicos que aseguren una solución a los problemas productivos de las Unidades Agrícolas.

Experiencia de educación sobre la crianza en un asentamiento de Colombia.

Resumen (analítico)Se presenta la experiencia de un proceso educativo orientado a promover transformaciones en las personas y sus condiciones de vida, a partir de una investigación-acción sobre crianza. Durante dos años se realizaron 40 círculos de investigación temática con mujeres desplazadas por la violencia en un asentamiento periférico colombiano, orientados por la educación popular. Con la información registrada en diarios de campo se hizo un análisis hermenéutico. Los temas generadores fueron machismo, violencia, identidad, sexualidad, afecto, autoridad, norma, castigo, oportunidades, sueños, amor, organización social, entre otros. Partiendo de situaciones límite se construyeron códigos narrativos, los cuales permitieron configurar una problematización. La investigación temática permitió realizar una educación en crianza alternativa y constituyó un proceso pedagógico que motivó cambios en la vida de las participantes. Palabras clave: Educación en salud, cambio social, salud pública, justicia social, crianza del niño.

Educação popular e Extensão Universitária em Segurança Alimentar e Nutricional e Direito Humano à Alimentação Adequada e Saudável: um caminho metodológico possível

Introdução: A temática da segurança alimentar e nutricional e do direito humano à alimentação adequada e saudável tornou-se uma questão política no Brasil, no período de 2003 a 2016. No entanto, a tarefa de manutenção de direitos sociais não estava concluída e hoje encontra-se politicamente ameaçada, demandando a conscientização e mobilização de segmentos da sociedade civil para a compreensão crítica da realidade e a retomada da construção de caminhos possíveis para a exigibilidade do direito e garantia da segurança alimentar e nutricional. Objetivo: Este trabalho buscou relatar a experiência e evidenciar as expressões pedagógicas dos princípios da educação popular ao longo do processo de ensino-aprendizagem da edição de 2018 do curso, realizado no município de Colinas do Sul, Goiás. Métodos: Na Universidade de Brasília, em 2018, instituiu-se um Programa de Extensão e Ação Continuada, o MultiplicaSAN. Dentre suas atividades, estava a realização de um curso de formação e promoção da cultura de direitos visando à formação da sociedade civil nas temáticas de segurança alimentar e nutricional e direito humano à alimentação adequada e saudável, utilizando como referência a pedagogia freireana e os princípios da Política de Educação Popular. Resultados: A experiência do projeto de extensão proporcionou aprofundamento sobre a educação popular, mostrando a riqueza da construção do conhecimento junto com uma comunidade de trabalhadoras. Conclusão: Revelou, ainda, o potencial transformador de um processo educativo pautado nos princípios da educação popular: amorosidade, dialogicidade, conscientização, construção do conhecimento, a partir da realidade concreta, transformação do mundo e sistematização do conhecimento na formação de educadoras e educandas.

Pedagogies of Solidarity

Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult education can empower the presence of social movements in society when they adopt counter-hegemonic principles of popular education that allow them to act as free spaces which facilitate the construction of strategic capacities and collective identities.

Mobilising Freirean pedagogical practices in South Africa and Canada during facilitator training

ABSTRACT This paper discusses insights from a larger study of popular educators’ deployment of Freire's pedagogical principles during facilitator training. The paper focuses on data from two facilitators and attempts to examine how popular education principles are applied in two different socio-economic and political contexts, Canada and South Africa. Freire's early work on popular education traditions formed the base of the theoretical lens; Foley's theory of ideology with other critical theorist's concepts and critiques of Freire are drawn upon to analyse the evolution of Freire's critical pedagogy and to examine what factors affect its deployment in different contexts. The research design is grounded in interpretivist epistemology and uses a case study approach to examine Freire's pedagogical approaches in two different contexts. Three forms of qualitative data collection tools were utilised: semi-structured interviews, observations and document analysis. Key findings from this study illuminate the influential significance of facilitators’ individual ideologies and organisational cultures and demands. It describes how education's relationship with the state must be analysed to assemble a comprehensive understanding of what social and political factors affect pedagogical choices and styles. This study offers more knowledge to the literature concerning the recontextualisation of pedagogy and the factors that affect it.

Tourist Festivals and Territorial Development: a case study on the Jazz in Marciac Festival

From the year 1982, new possibilities were given to the spatial organization of the French territory. In these spaces, the actions of social groups are recognized. Therefore, the social group builds the territory but the environment in which it lives also influences it. This paper studies the case of the Jazz in Marciac festival as an example of territorial development associated with the dimension of the voluntary commitment of the population towards a common objective and a source of debate. This jazz festival takes place at the village of Gers, Marciac and is guided by the principles of popular education. Today it gives life to its territory through national and international recognition as one of the most recognized jazz festivals. This is why we decided to ask ourselves about the causes of success at the jazz festival in a French village. So the questions came out: what does this imply in terms of development at the scale of its surroundings? Why and how this festival contributed to authentic development to the extent of its territory. The territory of Marciac turned a music festival into a local development opportunity, by its strength for cultural tourism, the valuation of local heritage and the improvement of living conditions. So the festival has become a showcase for local productions and a driving force for regional planning, it improves cultural, social and economic aspects of its territory.
 Keywords: Jazz Festival. Territory Development. Cultural Tourism. Popular Education.

Aportes de la pedagogía de la educación popular a la construcción de una ciudadanía global

El interés emancipador que proponen las corrientes de la pedagogía crítica se entronca con los principios de la educación popular, desarrollada en América Latina bajo la inspiración del educador brasileño Paulo Freire. La educación popular promueve una pedagogía que privilegia el pensamiento crítico y el diálogo de saberes a través del empleo de metodologías activas y participativas con la intención de contribuir a la transformación de situaciones de injusticia e inequidad desde una opción ética y política.

Techniques to Promote Reflective Practice and Empowered Learning.

Health care environments are fraught with fast-paced critical demands and ethical dilemmas requiring decisive nursing actions. Nurse educators must prepare nursing students to practice skills, behaviors, and attitudes needed to meet the challenges of health care demands. Evidence-based, innovative, multimodal techniques with novice and seasoned nurses were incorporated into a baccalaureate (BSN) completion program (RN to-BSN) to deepen learning, complex skill building, reflective practice, teamwork, and compassion toward the experiences of others. Principles of popular education for engaged teaching-learning were applied. Nursing students experience equitable access to content through co-constructing knowledge with four creative techniques. Four creative techniques include poem reading aloud to facilitate connectedness; mindfulness to cultivate self-awareness; string figure activities to demonstrate indigenous knowledge and teamwork; and cartooning difficult subject matter. Nursing school curricula can promote a milieu for developing organizational skills to manage simultaneous priorities, practice reflectively, and develop empathy and the authenticity that effective nursing requires. [J Nurs Educ. 2018;57(2):115-120.].

THE ACADEMIC FORMATION FROM THE PERSPECTIVE OF POPULAR EDUCATION AND HUMANIZATION IN HEALTH: REPORT ON THE EXPERIENCE OF THE COMMUNITY HEALTH DISCIPLINE

Objective: To report how a discipline of the Nutrition course, at the Federal University of Rio de Janeiro (UFRJ), Macae Campus , starts academic training from the perspective of humanization and the principles of popular education in health. Methodology: It is an experience report of the first-term discipline called Community Health. To build this report, the guiding documents were the National Policy for Humanization, Reports of Popular Education in Health, National Curricular Guidelines of Nutrition Undergraduate Course and the Pedagogical Project of the Course. Results: The discipline has a mostly practical workload and involves fields of action of primary healthcare, such as Family Health Strategy, and basic protection, as a Reference Center for Social Assistance. The students' experience in these services enables them to approach reality and to know the demands, potentialities and difficulties of health work, aiming at the training of generalist, humanist and critical professionals, as recommended by the documents analyzed. The discipline is based on an innovative pedagogical approach, with a dialogical exhibition of contents, movies and documentaries to foster discussions and exposition of concepts. In addition, as a resource of the teaching-learning process and evaluation, the portfolio is used to stimulate reflective thinking and train professionals able to provide comprehensive and humanized care. Conclusion: Through a dialogical methodological approach of an interactive and active character, it is sought to begin the formation of general practitioners within a more complex and humanized and less biologicist perspective. DOI: 10.12957/demetra.2017.28408

O Pibid, a Universidade e a educação básica em relação de aprendizagem: o caso da Unipampa e do Instituto Estadual Padre Francisco Garcia, São Borja, Rio Grande do Sul

This article reports about a methodological approach used with a group of students on the Human Sciences course at Unipampa, São Borja Campus, State of Rio Grande do Sul, Brazil engaged in the Institutional Scholarship Programme for Training Teachers (Pibid). The objective of the study is to reflect on the importance of the interface between the Human Sciences course at Unipampa and the basic education network in the town of São Borja. Initially, the methodology involved carrying out a literature review on the basis of the principles of popular education followed by a socioanthropological survey and design of a strategic teaching methodology from the perspective of heritage education. The activity was conducted at Padre Francisco Garcia State Institute with 7th grade elementary education students. The results show that Pibid plays a part to encourage reflection on teaching as it combines theory and practice in the context of education and provides all of the players with learning opportunities.

The Lessons of Jornaleros: Emancipatory Education, Migrant Artists, and the Aims of Critical Theory

Abstract This article explores the implications of Rancièrean theory for a radical politics of migrant equality through an interpretation of a documentary film produced by migrants in Portland, Oregon. Refusing to be defined by their social role as “workers,” the day laborers in Jornaleros execute musical, poetic, and artistic interventions that reorder the “distribution of the sensible.” They also deploy language in emancipatory ways consonant with Rancière's notion of “literarity.” The documentary thus instantiates the “verification” of intellectual equality that is crucial to Rancière's notion of emancipatory education and that, Samuel Chambers argues, should become the focus of critical theory. However, Jornaleros also poses a contrasting model of radical education, drawing on Freirean popular education principles. Even as they exemplify Rancièrean egalitarian practices, the film's worker-activist-artists thus model strategies for adding substantive depth, interactive vigor, temporal extension, and political heft to projects of radical emancipation and exercises in critical theory.

DIÁLOGO ENTRE UNIVERSIDADE E JOVENS DE PERIFERIA URBANA POR INTERMÉDIO DA AÇÃO EXTENSIONISTA: DESAFIOS PARA A EDUCAÇÃO POPULAR

The study aimed to analyze the relationship between a university and part of its social environment founded on extension action, based on the role and social participation of young people, through their expressions and cultural activities supported by the principles of popular education. The Outreach Project The urban fringe Youth in the scene - social inclusion via popular cinema, was created through a partnership between the State University of West Center (UNICENTRO) and the Organizing Committee of Adolescence and Youth Ecumenical Mission (CORAJEM). Qualitative research was developed in this scenario, with the use of participant observation and rounds of conversation. The information produced throughout the study indicates that the institutions involved in extension action showed stereotypical understandings of the youth from the outskirts of the city. Popular Education principles can help to reframe and improve the relationship between the university and urban periphery youngsters, with a view to increasing their social involvement.

IMPASSES, DESAFIOS E AS INTERFACES DA EDUCAÇÃO ALIMENTAR E NUTRICIONAL COMO PROCESSO DE PARTICIPAÇÃO POPULAR

Este artigo apresenta experiências de nutricionistas em atividades de educação alimentar e nu-tricional desenvolvidas, nos últimos dez anos, nas escolas de Duque de Caxias, município do estado do Rio de Janeiro. A metodologia de sistematização de experiência tem como pressuposto que esta atividade coletiva de aprendizagem se dá a partir da interpretação crítica das práticas em diálogo com a teoria. Foram realizadas consultas em acervos pessoais e de projetos e, posteriormente, entrevistas individuais e coletivas com nutricionistas. Pôde-se registrar grande diversidade nas ações desenvolvidas, interesse na atuação intersetorial e progressiva incorporação do discurso do direito à alimentação. As parcerias estabelecidas entre nutricionistas e movimentos populares marcam a descrição das experiências. A educação alimentar e nutricional foi afirmada como campo de atuação interdisciplinar. Em contextos de grande injustiça torna-se essencial incorporar princípios da educação popular, tais como amorosidade, diálogo e compromisso com os oprimidos. A sistematização sinaliza que nutricionistas, responsáveis, professores, merendeiras e outros profissionais da escola têm sido importantes atores nas experiências, além de indicar o potencial de ampliação da participação de estudantes.

African Refugee and Immigrant Health Needs: Report From a Community-Based House Meeting Project

As in other communities in the United States, information is lacking about the health needs of Africans refugees and immigrants living in Portland, Oregon. In 2008, the African Partnership for Health coalition (APH) was formed to carry out research, advocacy and education to improve the health and well-being of Africans in Oregon. This was APH's initial project. The purposes of this study were to gather data about the perceived health needs and barriers to health care Africans encounter, and lay the foundation for a program of action to guide APH's future work. Community-based participatory research (CBPR) methods were used to collect data on how to improve the health of the African community in the Portland area and define an agenda for future projects. Popular education principles guided the engagement and training of African community members, who conducted nine house meetings with 56 Africans from 14 countries. The results were analyzed by African community members and researchers and prioritized at a community meeting. Three themes emerged: The stressfulness of life in America, the challenges of gaining access to health care, and the pervasive feelings of disrespect and lack of understanding of Africans' health needs, culture, and life experiences by health providers and staff members. Using CBPR methods, we identified and prioritized the needs of the African community. This information provides a framework for future work of the African Partnership for Health and other service and advocacy groups.

Intersectoral coordination, community empowerment and dengue prevention: six years of controlled interventions in Playa Municipality, Havana, Cuba

To document the process, outcome and effectiveness of a community-based intervention for dengue control. The primary intervention, focused on strengthening intersectoral coordination, was initiated by researchers in January 2000 in a pilot area in Playa municipality, Havana. In August 2002 health authorities extended the intervention to neighbouring areas, one of which was selected for evaluation. In August 2003 a complementary strategy, focused on community empowerment, was initiated in half of the pilot area. In our control area, routine dengue activities continued throughout the study period. Longitudinal process assessment was carried out using document analysis, interviews and group discussions. Random population surveys in 1999, 2002 and 2005 assessed levels of participation and behavioural changes. Entomological surveillance data from 1999 to 2005 were used to determine effectiveness. Mean scores for participation in the pilot area were 1.6, 3.4 and 4.4 at baseline, and 2 years after initiating intersectoral coordination and intersectoral coordination plus community empowerment interventions, respectively. While in the control area little behavioural change was observed over time, changes were considerable in the pilot and extension areas, with 80% of households involved in the community empowerment intervention showed adequate behavioural patterns. The pilot and extension areas attained comparable entomological effectiveness with significantly lower Breteau indices (BIs) than the control area. The pilot (sub-) area with the community empowerment intervention reached BIs below 0.1 that continued to be significantly lower than the one in the control area until the end of the study. The study showed a trend in the levels and quality of participation, behavioural change and effectiveness of Aedes control from the routine activities only over an intervention with intersectoral coordination to one that combined intersectoral coordination and community empowerment approach.