Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias
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| Publikationsdatum: | 2007 |
| Format: | Master thesis |
| Sprache: | por |
| Quelle: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2451 |
Zusammenfassung: | The research presented was done to investigate the contributions of the popular social movements to formal education in a way that the school can help the students to construct knowledge articulated to the context of their lives and assume themselves as critical subjects. The school can contribute to the reproduction of the social relations, but also to place itself in a critical and transforming way. In this second perspective, the social movements can also contribute in this proposed way, helping to reveal some existing contradictions in society and in the schools. To be able to overcome this problem, in this research, concepts of the popular social movements, neo-liberal globalization, formal education, non-formal education, among other topics, were discussed. The experiences of the non-formal education developed by the popular social movements can contribute in a significant way to the formal education s qualification, especially in what regards to the relation between knowledge and reality and the perspective of a critical view. Along this research, some fundamental questions were discussed: what principles and pedagogical proceedings do the social movements form of which can help qualify the school educational practices? What are the possibilities of a dialog approach between the schools and the social movements? What is needed to do for this to happen? What proposals, principals and politics can result in this dialog? Due to this, the general objective of this research was to deepen the contribution of the social movements so that the school s education is able to instruct critical and transforming human beings. For this, a critical analysis of the mechanisms that regulate society and its contradictions nowadays was established, among of which the popular social movements emerged while counter-hegemonic political power. It is in this perspective that the social movements contribute with the political-pedagogical experiences and principles for the formulating of politics of formal education in a critical and liberal perspective. The research, in a bibliographical way, based itself in authors that discuss society, formal education, social movements and pedagogy that spring from social movements, among of which stand out: Boaventura de Souza Santos, Maria da Glória Gohn, Pablo Gentili, Zygmunt Bauman, Perry Anderson, Elli Benincá, Paulo Freire, Miguel Arroyo, Dermeval Saviani, Maria Teresa Nidelcoff and Roseli Caldart. Some documents about education produced by the movements, especially MST (a rural movement in Brazil in which they have no land), also served as a source of research. The dissertation is organized in three chapters. The first, Education and social movements in a globalization context , discusses the contester role of the popular social movements as to the politics defended by neoliberalism in relation to the political-economical and educational development and implemented by the government inside a perspective of the state minimum. The second, Contributions to the social movements in debate about educational politics , deepens the concept of the education in an extensive sense, known as a social practice, both formal and non-formal. The experiences of the No Land Movement (MST) and the Movement of the Affected by Barriers (MAB) were the most analyzed. In the third chapter, Social Movements and Education: putting the role of school in doubt , discusses in what measures schools can be problematic and construct relationships in solidarity and assume a critical and transforming posture. The role of school is put in doubt as a possible space for formation of illusions and assuming itself politically, overcoming a neutral pretense posture. The dialog between school and the social movements presents itself as a path to possible overcoming of dichotomy between knowledge and reality |
| _version_ | 1871607622097960960 |
|---|---|
| author | Mezadri, Neri José |
| author_browse | Mezadri, Neri José |
| author_facet | Mezadri, Neri José |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Mezadri, Neri José |
| dc.contributor.none.fl_str_mv | Marcon, Telmo http://lattes.cnpq.br/7659184664426945 |
| dc.date.none.fl_str_mv | 2007-11-30 2025-05-07T14:12:27Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | https://repositorio.upf.br/handle/123456789/2451 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Educação Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Sociologia educacional Prática de ensino Movimentos sociais Educação e estado Educational sociology Education and state Social movements Student teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO |
| dc.title.none.fl_str_mv | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The research presented was done to investigate the contributions of the popular social movements to formal education in a way that the school can help the students to construct knowledge articulated to the context of their lives and assume themselves as critical subjects. The school can contribute to the reproduction of the social relations, but also to place itself in a critical and transforming way. In this second perspective, the social movements can also contribute in this proposed way, helping to reveal some existing contradictions in society and in the schools. To be able to overcome this problem, in this research, concepts of the popular social movements, neo-liberal globalization, formal education, non-formal education, among other topics, were discussed. The experiences of the non-formal education developed by the popular social movements can contribute in a significant way to the formal education s qualification, especially in what regards to the relation between knowledge and reality and the perspective of a critical view. Along this research, some fundamental questions were discussed: what principles and pedagogical proceedings do the social movements form of which can help qualify the school educational practices? What are the possibilities of a dialog approach between the schools and the social movements? What is needed to do for this to happen? What proposals, principals and politics can result in this dialog? Due to this, the general objective of this research was to deepen the contribution of the social movements so that the school s education is able to instruct critical and transforming human beings. For this, a critical analysis of the mechanisms that regulate society and its contradictions nowadays was established, among of which the popular social movements emerged while counter-hegemonic political power. It is in this perspective that the social movements contribute with the political-pedagogical experiences and principles for the formulating of politics of formal education in a critical and liberal perspective. The research, in a bibliographical way, based itself in authors that discuss society, formal education, social movements and pedagogy that spring from social movements, among of which stand out: Boaventura de Souza Santos, Maria da Glória Gohn, Pablo Gentili, Zygmunt Bauman, Perry Anderson, Elli Benincá, Paulo Freire, Miguel Arroyo, Dermeval Saviani, Maria Teresa Nidelcoff and Roseli Caldart. Some documents about education produced by the movements, especially MST (a rural movement in Brazil in which they have no land), also served as a source of research. The dissertation is organized in three chapters. The first, Education and social movements in a globalization context , discusses the contester role of the popular social movements as to the politics defended by neoliberalism in relation to the political-economical and educational development and implemented by the government inside a perspective of the state minimum. The second, Contributions to the social movements in debate about educational politics , deepens the concept of the education in an extensive sense, known as a social practice, both formal and non-formal. The experiences of the No Land Movement (MST) and the Movement of the Affected by Barriers (MAB) were the most analyzed. In the third chapter, Social Movements and Education: putting the role of school in doubt , discusses in what measures schools can be problematic and construct relationships in solidarity and assume a critical and transforming posture. The role of school is put in doubt as a possible space for formation of illusions and assuming itself politically, overcoming a neutral pretense posture. The dialog between school and the social movements presents itself as a path to possible overcoming of dichotomy between knowledge and reality |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_4cf9f8558a7bb4ee1f7af6cfd3c0e3fd |
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| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
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| oai_identifier_str | oai:repositorio.upf.br:123456789/2451 |
| publishDate | 2007 |
| publishDateSort | 2007 |
| publisher.none.fl_str_mv | Educação Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatóriasSociologia educacionalPrática de ensinoMovimentos sociaisEducação e estadoEducational sociologyEducation and stateSocial movementsStudent teachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAOThe research presented was done to investigate the contributions of the popular social movements to formal education in a way that the school can help the students to construct knowledge articulated to the context of their lives and assume themselves as critical subjects. The school can contribute to the reproduction of the social relations, but also to place itself in a critical and transforming way. In this second perspective, the social movements can also contribute in this proposed way, helping to reveal some existing contradictions in society and in the schools. To be able to overcome this problem, in this research, concepts of the popular social movements, neo-liberal globalization, formal education, non-formal education, among other topics, were discussed. The experiences of the non-formal education developed by the popular social movements can contribute in a significant way to the formal education s qualification, especially in what regards to the relation between knowledge and reality and the perspective of a critical view. Along this research, some fundamental questions were discussed: what principles and pedagogical proceedings do the social movements form of which can help qualify the school educational practices? What are the possibilities of a dialog approach between the schools and the social movements? What is needed to do for this to happen? What proposals, principals and politics can result in this dialog? Due to this, the general objective of this research was to deepen the contribution of the social movements so that the school s education is able to instruct critical and transforming human beings. For this, a critical analysis of the mechanisms that regulate society and its contradictions nowadays was established, among of which the popular social movements emerged while counter-hegemonic political power. It is in this perspective that the social movements contribute with the political-pedagogical experiences and principles for the formulating of politics of formal education in a critical and liberal perspective. The research, in a bibliographical way, based itself in authors that discuss society, formal education, social movements and pedagogy that spring from social movements, among of which stand out: Boaventura de Souza Santos, Maria da Glória Gohn, Pablo Gentili, Zygmunt Bauman, Perry Anderson, Elli Benincá, Paulo Freire, Miguel Arroyo, Dermeval Saviani, Maria Teresa Nidelcoff and Roseli Caldart. Some documents about education produced by the movements, especially MST (a rural movement in Brazil in which they have no land), also served as a source of research. The dissertation is organized in three chapters. The first, Education and social movements in a globalization context , discusses the contester role of the popular social movements as to the politics defended by neoliberalism in relation to the political-economical and educational development and implemented by the government inside a perspective of the state minimum. The second, Contributions to the social movements in debate about educational politics , deepens the concept of the education in an extensive sense, known as a social practice, both formal and non-formal. The experiences of the No Land Movement (MST) and the Movement of the Affected by Barriers (MAB) were the most analyzed. In the third chapter, Social Movements and Education: putting the role of school in doubt , discusses in what measures schools can be problematic and construct relationships in solidarity and assume a critical and transforming posture. The role of school is put in doubt as a possible space for formation of illusions and assuming itself politically, overcoming a neutral pretense posture. The dialog between school and the social movements presents itself as a path to possible overcoming of dichotomy between knowledge and realityA pesquisa ora apresentada ocupou-se em investigar as contribuições dos movimentos sociais populares para a educação formal no sentido da escola ajudar os alunos a construírem o conhecimento articulado ao contexto onde vivem e se assumirem como sujeitos críticos. A escola pode contribuir para a reprodução das relações sociais, mas também posicionar-se de forma crítica e transformadora. É nessa segunda perspectiva que os movimentos sociais podem contribuir de forma propositiva, ajudando a desvelar contradições existentes na sociedade e na própria escola. Para dar conta desse problema de pesquisa foram discutidos os conceitos de movimentos sociais populares, de globalização neoliberal, de educação formal (escola), de educação não-formal, entre outros. As experiências de educação não formal desenvolvidas pelos movimentos sociais populares podem contribuir de modo significativo para a qualificação da educação formal, especialmente no que diz respeito à relação entre conhecimento e realidade e a perspectiva de uma formação crítica. No decorrer da pesquisa foram sendo discutidas algumas questões fundamentais: que princípios e procedimentos pedagógicos os movimentos sociais formulam e que podem qualificar as práticas educacionais escolares? Quais as possibilidades de uma aproximação dialógica entre a escola e os movimentos sociais? O que é preciso fazer para que isso ocorra? Que propostas, princípios e políticas podem resultar desse diálogo? Nesse horizonte, o objetivo geral da pesquisa foi o de aprofundar a contribuição dos movimentos sociais para que a educação escolar seja capaz de formar sujeitos críticos e transformadores. Para tanto, buscou-se fundamentar uma análise crítica dos mecanismos que regulam a sociedade atual e suas contradições, em meio às quais emergem os movimentos sociais populares enquanto força política contra-hegemônica. É nessa perspectiva que os movimentos sociais contribuem com experiências e princípios político-pedagógicos para a formulação de políticas da educação formal numa perspectiva crítica e emancipatória. A pesquisa, de caráter bibliográfico, apoiou-se em autores que discutem a sociedade atual, a educação formal, os movimentos sociais e a pedagogia que brota dos movimentos sociais, entre os quais destacam-se: Boaventura de Souza Santos, Maria da Glória Gohn, Pablo Gentili, Zygmunt Bauman, Perry Anderson, Elli Benincá, Paulo Freire, Miguel Arroyo, Dermeval Saviani, Maria Teresa Nidelcoff e Roseli Caldart. Alguns documentos sobre educação produzidos pelos movimentos, especialmente o MST, também serviram de fonte de pesquisa. A dissertação está organizada em três capítulos. O primeiro, Educação e movimentos sociais no contexto da globalização , discute o papel contestador dos movimentos sociais populares às políticas defendidas pelo neoliberalismo em relação ao desenvolvimento político-econômico e educacional e implementadas por governos dentro de uma perspectiva de Estado mínimo. O segundo, Contribuições dos movimentos sociais no debate sobre as políticas educacionais , aprofunda o conceito de educação num sentido abrangente, entendida como prática social, tanto formal quanto não formal. As experiências do Movimento Sem Terra (MST) e do Movimento dos Atingidos por Barragens (MAB) foram as mais analisadas. No terceiro capítulo, Movimentos sociais e educação: problematizando o papel da escola , discute em que medida a escola consegue problematizar e construir relações de solidariedade e assumir uma postura crítica e transformadora. Problematiza-se o papel da escola enquanto espaço possível para a formulação de utopias e de assumir-se politicamente, superando uma postura de pretensa neutralidade. O diálogo entre escola e movimentos sociais apresenta-se como caminho possível para a superação da dicotomia entre o conhecimento e a realidadeEducaçãoPrograma de Pós-Graduação em EducaçãoMarcon, Telmohttp://lattes.cnpq.br/7659184664426945Mezadri, Neri José2025-05-07T14:12:27Z2007-11-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfhttps://repositorio.upf.br/handle/123456789/2451porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T19:48:08Zoai:repositorio.upf.br:123456789/2451Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T19:48:08Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias Mezadri, Neri José Sociologia educacional Prática de ensino Movimentos sociais Educação e estado Educational sociology Education and state Social movements Student teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO |
| status_str | publishedVersion |
| title | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| title_full | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| title_fullStr | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| title_full_unstemmed | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| title_short | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| title_sort | Contribuição dos movimentos sociais populares para a educação formal : perspectivas políticas críticas e emancipatórias |
| topic | Sociologia educacional Prática de ensino Movimentos sociais Educação e estado Educational sociology Education and state Social movements Student teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2451 |