Vivências em educação popular da/na América Latina e Caribe: um diálogo entre Brasil e Argentina

• Ano de defesa: 2021
• Autor(a) principal: Sulivan Ferreira de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Educação popular; Pedagogias decoloniais; América Latina e Caribe; Educação; Descolonização - Aspectos educacionais; Educação comparada - Brasil - Argentina; Argentina - Educação; . América Latina - Educação
• Link de acesso: http://hdl.handle.net/1843/38096; https://orcid.org/0000-0003-3391-0265

This research aims to analyze the educational experiences of educators (the) popular groups of NEP (Brazil) and CEIP-H (Argentina) and their contributions collectives for the construction of decolonial pedagogies. The specific objectives of the research are: a) Identifying the theoretical and methodological frameworks of practices educational activities of CEIP-H and NEP; b) Analyze the educational practices of CEIP-H and NEP; c) Discuss the approaches and differences of the pedagogical processes; d) Characterize the pedagogical contributions of the investigated groups. Research adopts the method analytical that dialogues with the following epistemic matrices: the contributions of Participatory-Action-Research (IAP), the theoretical and methodological arrangements of Education Popular Libertadora and with the epistemic constructions of the movement/paradigm Decolonial. It is a qualitative research with field research and with characteristics of multiple case study. 06 educators were interviewed from Argentina and 06 educators (as) from Brazil. It is concluded that education collectives investigated produce pedagogies that are forged in their territories educational activities and in the relationships of these educators with the world and with the its (their) students are pedagogies that criticize the colonization processes cognitive, affective, ontological and political. These are pedagogies that seek to decolonize from from the roots of the Latin American and Caribbean peoples and seek to establish ethical alliances, political and epistemological in the pedagogical construction in different latitudes and longitudes from the periphery of the modern/colonial/capitalist world-system.