A busca da coerência: reflexões sobre a produção do GT Educação Popular
This texts sets out to problematise recurrent questions in the production of the Working Group on Popular Education: amorosity, autopoiesis, process of auto-eco-organisation; new organisation based on chaos time/ clock and time/collective interest; in defence of slow men; a sociology of slo...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | Portuguese |
| Published: |
Associacao Nacional de Pós-Graduação e Pesquisa em Educação
2001-01-01
|
| Series: | Revista Brasileira de Educação |
| Online Access: | http://www.redalyc.org/articulo.oa?id=27501806 |
| Summary: | This texts sets out to problematise
recurrent questions in the production
of the Working Group on Popular
Education: amorosity, autopoiesis,
process of auto-eco-organisation; new
organisation based on chaos time/
clock and time/collective interest; in
defence of slow men; a sociology of
slow history the relation practice/
theory/practice; the epistemological
reflection on who, how and where
knowledge is produced; the second
epistemological rupture which brings
science and common sense closer
together again; the auto-reflexive
dimension of the epistemological
question the arrival of outsiders in
research in popular education the
doubt which leads to the discovery of
the new the crisis of understanding
is ours those who do not see because they do not understand; the
acceptance of the other as a condition
for self-acceptance; understanding
understanding rewriting history
from the point of view of the
subordinate; narratives lost in official
history; oral discourse; the hegemony
of a logic which silences the logics of
daily life; popular religiosity shared
responsibility; solidarity of concerns.
And the challenge which remains is if
the Working Group on Popular
Education repudiates the ranking of
knowledge as a means of exercising
power, if it recognises plural forms of
culture giving rise to visions of the
world which contain different logics,
how do the group members begin to
construct a curriculum in their
pedagogical actions, either inside or
outside the school, or rather, how do
their political-pedagogical practices
change? |
|---|---|
| ISSN: | 1413-2478 1809-449X |