Construção do campo da educação popular no Brasil: história e repertórios
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10691 |
Resumo: | This research aimed at the building up of popular education in Brazil. Based on Doimo (1995) we defined the field as a gathering of meanings, values, symbols and political projects, all indicators of common socialization, shared by groups and political agents, in this case, by popular educators. The scope of this research considered the framing of popular education through the study and defining of the three different approaches constructed along the last 40 years in Brazil. By this we understand the shared building up of historical projects and of an educational know-how , fairly agreed upon by educators, expressed in language, values, ideas and key-words. These are formed and are followed up by constant conflict between a minimum of background storage, which unifies the field, and permanent struggles within this field, which enhance, diversify, rename and allows for the blooming of diverse discourse. The first of these repertoires to be analyzed was limited within the 1960 1964 period, identified with the popular cultural and educational movements. We therefore highlight popular educational experiences and practices considered as part of an individual field, initiated in the first half of the 1960 decade. Documents produced by these movements and published material on this theme, outlined the repertoire centered on the debate between nationalism or national consciousness . The second repertoire, throughout the 1970 1980 decade, is the organic relationship between popular education, popular movements and Basic Ecclesiastical Communities. Values and elements hereby mentioned are self explained along proper path undertaken in the setting up of popular organizations the furthering of political instruments of the working classes. Two political instruments, unequal by nature, significantly changed the field of popular education: the founding of the Workers Party (PT) and the surging of back up committees for popular education. Documents and studies related to the theme were then used. In the early 1990 s, landmark for the construction of present repertoire, change started to take place in popular education, Known as refounding of popular education , a revisionist movement of previous practices and concepts. In the last and present researched repertoire, based on interviews with popular educators, documents and papers, we point out an acceptance of discursive elements identified with those of the Third Track, currently appropriated by the popular education field. This takes place in the acceptance of militant NGOs practices, along with local businesses and city governments, namely of the Worker s Party |
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Munakata, Kazumihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4750520U6Marques, Mariana Pasqual2016-04-27T16:33:42Z2008-09-252008-09-19Marques, Mariana Pasqual. Construção do campo da educação popular no Brasil: história e repertórios. 2008. 210 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/10691This research aimed at the building up of popular education in Brazil. Based on Doimo (1995) we defined the field as a gathering of meanings, values, symbols and political projects, all indicators of common socialization, shared by groups and political agents, in this case, by popular educators. The scope of this research considered the framing of popular education through the study and defining of the three different approaches constructed along the last 40 years in Brazil. By this we understand the shared building up of historical projects and of an educational know-how , fairly agreed upon by educators, expressed in language, values, ideas and key-words. These are formed and are followed up by constant conflict between a minimum of background storage, which unifies the field, and permanent struggles within this field, which enhance, diversify, rename and allows for the blooming of diverse discourse. The first of these repertoires to be analyzed was limited within the 1960 1964 period, identified with the popular cultural and educational movements. We therefore highlight popular educational experiences and practices considered as part of an individual field, initiated in the first half of the 1960 decade. Documents produced by these movements and published material on this theme, outlined the repertoire centered on the debate between nationalism or national consciousness . The second repertoire, throughout the 1970 1980 decade, is the organic relationship between popular education, popular movements and Basic Ecclesiastical Communities. Values and elements hereby mentioned are self explained along proper path undertaken in the setting up of popular organizations the furthering of political instruments of the working classes. Two political instruments, unequal by nature, significantly changed the field of popular education: the founding of the Workers Party (PT) and the surging of back up committees for popular education. Documents and studies related to the theme were then used. In the early 1990 s, landmark for the construction of present repertoire, change started to take place in popular education, Known as refounding of popular education , a revisionist movement of previous practices and concepts. In the last and present researched repertoire, based on interviews with popular educators, documents and papers, we point out an acceptance of discursive elements identified with those of the Third Track, currently appropriated by the popular education field. This takes place in the acceptance of militant NGOs practices, along with local businesses and city governments, namely of the Worker s PartyEsta pesquisa investigou a construção do campo da educação popular no Brasil. Apoiados em Doimo (1995) definimos o campo como um conjunto de significados, valores, símbolos e projetos políticos indicadores de uma sociabilidade comum partilhada por grupos e atores políticos, neste caso educadores (as) populares. Para os fins desta pesquisa, a configuração do campo da educação popular deu-se pelo estudo e delineamento de três diferentes repertórios construídos ao longo dos últimos quarenta anos no Brasil. Por repertório da educação popular entendemos a construção partilhada dos projetos históricos e de um saber fazer educativo mais ou menos consensuado por educadores (as) expressos por linguagens, valores, idéias e palavras-chave. Estes se formaram e são acompanhados de um permanente conflito entre um repertório mínimo, ou seja, o que unifica o campo, e as disputas no interior desse mesmo campo que ampliam, diversificam, resignificam e permitem o surgimento de repertórios divergentes. O primeiro repertório abordado circunscreveu-se entre 1960 e 1964 vinculado aos movimentos de cultura e educação popular. Distinguimos, portanto, as experiências ou práticas de educação popular no âmbito de um campo próprio surgido na primeira metade da década de 1960. Documentos produzidos pelos movimentos e publicações sobre o tema subsidiaram o desenho do repertório cujo centro é o debate sobre o nacionalismo ou a consciência nacional . O segundo repertório vigente entre as décadas de 1970 e 1980 é expressão da relação orgânica entre educação popular, movimentos populares e Comunidades Eclesiais de Base. Os valores e elementos figurados neste repertório são explicados pelo próprio percurso de organização popular ampliação dos instrumentos políticos das classes trabalhadoras. Dois instrumentos políticos, desiguais por natureza, modificaram, de forma determinante, o campo da educação popular: a fundação do Partido dos Trabalhadores e o surgimento de centros de assessoria em educação popular. Utilizamos, para a pesquisa, documentos e estudos pertinentes ao tema. No inicio da década de 1990, marco de construção do repertório atual, começaram a acontecer mudanças no campo da educação popular denominadas de refundação da educação popular , um movimento revisionista das práticas e concepções do repertório anterior. No último e atual repertório pesquisado, construído a partir de entrevistas com educadores (as) populares, documentos e estudos, indicamos haver uma assimilação de elementos discursivos próximos ao tema da Terceira Via, agora apropriado pelo campo da educação popular. Essa assimilação acontece pela interseção de práticas das ONGs militantes com as fundações empresariais e prefeituras locais, principalmente daquelas governadas pelo PTapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22392/Mariana%20Pasqual%20Marques.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoEducação popularMovimento e cultura popularHistória contemporânea do BrasilDoimo, Ana MariaEducacao popular -- BrasilCultura popular -- BrasilBrasil -- HistoriaPopular educationMovement and popular cultureHistory contemporary of BrazilCNPQ::CIENCIAS HUMANAS::EDUCACAOConstrução do campo da educação popular no Brasil: história e repertóriosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMariana Pasqual Marques.pdf.txtMariana Pasqual Marques.pdf.txtExtracted texttext/plain479033https://repositorio.pucsp.br/xmlui/bitstream/handle/10691/3/Mariana%20Pasqual%20Marques.pdf.txteedb3bf56489bb6c69e9217b40c67a03MD53ORIGINALMariana Pasqual Marques.pdfapplication/pdf978836https://repositorio.pucsp.br/xmlui/bitstream/handle/10691/1/Mariana%20Pasqual%20Marques.pdf26a93cb0be67d253652f906672fb3407MD51THUMBNAILMariana Pasqual Marques.pdf.jpgMariana Pasqual Marques.pdf.jpgGenerated Thumbnailimage/jpeg2104https://repositorio.pucsp.br/xmlui/bitstream/handle/10691/2/Mariana%20Pasqual%20Marques.pdf.jpgc4715912a635b5fbde63d2a9b070733fMD52handle/106912022-06-20 11:30:34.891oai:repositorio.pucsp.br:handle/10691Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-20T14:30:34Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Construção do campo da educação popular no Brasil: história e repertórios |
title |
Construção do campo da educação popular no Brasil: história e repertórios |
spellingShingle |
Construção do campo da educação popular no Brasil: história e repertórios Marques, Mariana Pasqual Educação popular Movimento e cultura popular História contemporânea do Brasil Doimo, Ana Maria Educacao popular -- Brasil Cultura popular -- Brasil Brasil -- Historia Popular education Movement and popular culture History contemporary of Brazil CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Construção do campo da educação popular no Brasil: história e repertórios |
title_full |
Construção do campo da educação popular no Brasil: história e repertórios |
title_fullStr |
Construção do campo da educação popular no Brasil: história e repertórios |
title_full_unstemmed |
Construção do campo da educação popular no Brasil: história e repertórios |
title_sort |
Construção do campo da educação popular no Brasil: história e repertórios |
author |
Marques, Mariana Pasqual |
author_facet |
Marques, Mariana Pasqual |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Munakata, Kazumi |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4750520U6 |
dc.contributor.author.fl_str_mv |
Marques, Mariana Pasqual |
contributor_str_mv |
Munakata, Kazumi |
dc.subject.por.fl_str_mv |
Educação popular Movimento e cultura popular História contemporânea do Brasil Doimo, Ana Maria Educacao popular -- Brasil Cultura popular -- Brasil Brasil -- Historia |
topic |
Educação popular Movimento e cultura popular História contemporânea do Brasil Doimo, Ana Maria Educacao popular -- Brasil Cultura popular -- Brasil Brasil -- Historia Popular education Movement and popular culture History contemporary of Brazil CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Popular education Movement and popular culture History contemporary of Brazil |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed at the building up of popular education in Brazil. Based on Doimo (1995) we defined the field as a gathering of meanings, values, symbols and political projects, all indicators of common socialization, shared by groups and political agents, in this case, by popular educators. The scope of this research considered the framing of popular education through the study and defining of the three different approaches constructed along the last 40 years in Brazil. By this we understand the shared building up of historical projects and of an educational know-how , fairly agreed upon by educators, expressed in language, values, ideas and key-words. These are formed and are followed up by constant conflict between a minimum of background storage, which unifies the field, and permanent struggles within this field, which enhance, diversify, rename and allows for the blooming of diverse discourse. The first of these repertoires to be analyzed was limited within the 1960 1964 period, identified with the popular cultural and educational movements. We therefore highlight popular educational experiences and practices considered as part of an individual field, initiated in the first half of the 1960 decade. Documents produced by these movements and published material on this theme, outlined the repertoire centered on the debate between nationalism or national consciousness . The second repertoire, throughout the 1970 1980 decade, is the organic relationship between popular education, popular movements and Basic Ecclesiastical Communities. Values and elements hereby mentioned are self explained along proper path undertaken in the setting up of popular organizations the furthering of political instruments of the working classes. Two political instruments, unequal by nature, significantly changed the field of popular education: the founding of the Workers Party (PT) and the surging of back up committees for popular education. Documents and studies related to the theme were then used. In the early 1990 s, landmark for the construction of present repertoire, change started to take place in popular education, Known as refounding of popular education , a revisionist movement of previous practices and concepts. In the last and present researched repertoire, based on interviews with popular educators, documents and papers, we point out an acceptance of discursive elements identified with those of the Third Track, currently appropriated by the popular education field. This takes place in the acceptance of militant NGOs practices, along with local businesses and city governments, namely of the Worker s Party |
publishDate |
2008 |
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2008-09-25 |
dc.date.issued.fl_str_mv |
2008-09-19 |
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2016-04-27T16:33:42Z |
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Marques, Mariana Pasqual. Construção do campo da educação popular no Brasil: história e repertórios. 2008. 210 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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https://tede2.pucsp.br/handle/handle/10691 |
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Marques, Mariana Pasqual. Construção do campo da educação popular no Brasil: história e repertórios. 2008. 210 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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