Construção do campo da educação popular no Brasil: história e repertórios

Detalhes bibliográficos
Autor(a) principal: Marques, Mariana Pasqual
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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spelling 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
dc.date.available.fl_str_mv 2008-09-25
dc.date.issued.fl_str_mv 2008-09-19
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