Abstract
It is appropriate that we reflect more specifically on the place and role of Latin America within the scenario presented in the previous chapter. As indicated in the subtitle, this reflection will take place within the perspective of popular education, a pedagogical movement constructed in Latin America during the second half of the past century and that has within its characteristics: (a) the fact that it is rooted in the concrete struggles of the people; (b) the clear assumption that it is a transforming political activity in favor of justice and equality; (c) the aim of being developed through a methodology based on dialogue and conscientização.
In our Latin America, there is much more meaning than one thinks, and our peoples which are considered lesser—and they are lesser in territory and inhabitants much more than in purpose and judgment—are saving themselves with the secure rudder of the bad blood of yesterday’s colony and the dependence and servitude to which a false and criminal concept of Americanism was beginning to lead them, through an equivocal love of foreign and superficial forms of republic.
—José Marti
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Notes
This chapter is based on a paper presented at the National Association Research in Education (ANPED—Associação Nacional de Pesquisa em Educação), and published in the association’s journal: Danilo R. Streck, “A educação popular e a (re)construção do público: há fogo sob as brasas?” Revista Brasileira de educação 32 (2006), pp. 272–284.
See Waiden Bello, “Fighting for the Future,” in Roger Burbach and Ben Clarke (eds.), September 11 and the U.S. War: Beyond the Curtain of Smoke (San Francisco: City Lights Books, Freedom Voices, 2002), pp. 141–145.
Boaventura de Sousa Santos, “Seis Razões para Pensar,” Revista Lua Nova—Revista de Cultura e Político 54 (2001), pp. 13–23.
See Raúl Zibechi, Territorios de las periferias urbanas latinoamericanas (Buenos Aires: Cooperativa de Trabajo Lavaca Ltd., 2008).
Maria da Glória Gohn, “Movimentos sociais, políticas públicas e educação,” in Edineide Jezine and Maria de Lurdes Pinto Almeida (orgs.), Educação e movimentos sociais: novos olhare (Campinas: Alínea, 2007), p. 37.
As observed by Ricardo Forster, El laberinto de las voces argentinas: Ensayos políticos (Buenos Aires: Colihue, 2008), p. 99: “Their [the social movement’s] presence has simply been deactivated; their voice has been returned to the silence of those who lack protagonism, of those who are simply objects of commiseration and charity, but no longer of expectation or fear, owner of the spoken word fertilized by memory and resistances.”
Alcira Argumedo, Los silencios y las voces de América Latina: notas sobre el pensamiento nacional y popular (Buenos Aires: Colihue, 2004), p. 184.
Ernesto Mays Vallenilla, “El problema de América,” in Leopoldo Zea (comp.), Fuentes de la cultura latino-americana III (México, DF: Fondo de Cultura Economica, 1993), p. 425.
Hannah Arendt, A condição humana (Chicago: The University of Chicago Press, 2004), p. 211.
Valburga Schmiedt Streck, “Narrativas de gênero em famílias das camadas populares,” Ciências Sociais—UN1S1NOS 40 (2004), p. 254.
Margarita Bonamusa, “Qué es la sociedad civil? Uma mirada a Colombia,” in F. J. Londoño et al. (eds.), Sociedad civil, control social y democracia par-ticipativa (Bogotá: Fundación Friedrich Ebert de Colombia, 1997), p. 78.
See Boaventura de Sousa Santos (org.), Conhecimento prudente para uma vida décente: “Um discurso sobre as ciências” revisitado (São Paulo: Cortez, 2004).
See Raúl Leis, La sal de los zombis (Lima: Tarea, 1986).
Apud Enrique Dussel, 1492 O encobrimento do Outro (A origem do “mito da Modernidade”) (Petrópolis: Vozes, 1993), p. 19.
Alexandro Moreno Olmedo, El aro y la trama: episteme, modernidad y pueblo [Valencia (Venezuela): Centro de Investigaciones Populares (CIP)— Universidade de Carabobo, 1993], p. 37.
Bartomeu Melià, Educação indígena e alfabetização (Sã;o Paulo: Loyola, 1979), p. 20.
Cristina Tramonte, O samba conquista passagem: as estratégias e a ação educativa das escolas de samba (Petrópolis: Vozes, 2001), p. 35.
Gregorio Weinberg, Modelos educativos em la historia de América Latina (Buenos Aires: AZ Editora, 1995), p. 70.
Vanilda Pereira Paiva, Educação popular e educação de adultos: contribuição à história da educação brasileira (São Paulo: Loyola, 1973), p. 62.
José Martí, Nossa América (São Paulo: Hucitec, 1983), p. 197.
Mario Peresson Tonelli SDB, Educar para la solidariedad planetaria: enfoque teológico-pastoral (Santafé de Bogotá Indo-American Press Service Limitada; Libreria Salesiana, 1994), p. 114.
Paulo Freire, Pedagogia do oprimido (Rio de Janeiro: Paz e Terra, 1981), p. 93. It is interesting to notice that the English version of Pedagogy of the Oppressed (New York: Herder and Herder, 1972), p. 76, does not include the last sentence: “not ending, therefore, in an I-Thou relationship.” Note also that Freire still uses the masculine “men” to designate male and female, which he will revise in future writings.
Moacyr Scliar, Saturno nos trópicos: a melancolia européia chega ao Brasil (São Paulo: Companhia das Letras, 2003), p. 17.
See Octavio Ianni, O Labirinto latino-americano (Petrópolis: Vozes, 1993).
Rosa Maria Torres (Org.), Educação popular: urn encontro com Paulo Preire (São Paulo: Loyola, 1987), p. 74. In another place, the definition is broadened, this time with an explicit reference to the school: “I understand popular education as an effort to mobilize, organize and train the popular classes; scientific and technical training. I understand that in this effort one cannot forget, that power is necessary, that is, it is necessary to transform this organization of the bourgeois power that is present, so that one can make school in a different way”
[Paulo Freire and Adriano Nogueira, Que fazer: teoria e prática em educação popular (Petrópolis: Vozes, 1989), p. 19].
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© 2010 Danilo R. Streck
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Streck, D.R. (2010). The Latin American Pedagogical Labyrinth: A Popular Education Perspective. In: A New Social Contract in a Latin American Education Context. Palgrave Macmillan’s Postcolonial Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230115293_3
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