Social Movements and Critical Pedagogy in Brazil: From the Origins of Popular Education to the Proposal of a Permanent Forum

Autor/inn/en	Leher, Roberto; Vittoria, Paolo
Titel	Social Movements and Critical Pedagogy in Brazil: From the Origins of Popular Education to the Proposal of a Permanent Forum
Quelle	In: Journal for Critical Education Policy Studies, 13 (2015) 3, S.145-162 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Social Change; Critical Theory; Popular Education; Public Education; Educational History; Politics; Epistemology; Educational Theories; Teaching Methods; Resistance (Psychology); Authoritarianism; Brazil + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wandel; Kritische Theorie; Befreiungspädagogik; Öffentliche Erziehung; History of education; Bildungsgeschichte; Politik; Erkenntnistheorie; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Resistenz; Autoritarismus; Brasilien
Abstract	One of the hallmarks of anti-capitalist social movements in Latin America is the incorporation of self-organizing processes of political education and involvement in the educational process of their children and youth. This article discusses popular education and critical pedagogy upheld by historical and contemporary Brazilian social movements, particularly the Landless Workers Movement (MST) and its historical struggles in defence of public education. First, it identifies the context of the origins of popular education in the late 1950s and early 1960s, notably Paulo Freire's epistemological and theoretical contributions. After characterizing the political context of the period, the article focuses on the key experiences of popular education. It then discusses Florestan Fernandes' criticism of the Bourgeois-Democratic Revolution strategy that played a leading role in the struggles of the period 1955-1964. Next the period of pedagogical practices that were forged in resistance to the dictatorship are examined, emphasizing the changes in Freire's thinking and the revolutionary political struggle of the MST. Finally, it points out the educational and political training issues of today, discussing strategic dilemmas and proposal of critical pedagogy and popular education. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01