Popular Education as a collective practice of insurgency and emancipation

This article investigates the original meanings of the term popular education in Latin America, whose polysemy acquired along the historical process imposes inaccuracies and obstacles to the educational debate. The guiding thread of the article is an interview with Carlos Rodrigues Brandão, for whom popular education is the work and militancy of a “thinking community”, which aims at a revolutionary process, whose liberation is the first matter of an education that is not characterized only by addressing the popular class. The origin of this tradition in the context of the 1960s, first in the effervescence of Latin American popular movements and revolutions, and then organized as resistance and fight against dictatorships, places this popular education as an insurgent practice, of organization and confrontation against the State. The text is one of the results of a research carried out through historiographic and bibliographic study, as well as interviews and conversations conducted with popular educators.

Education and Alteration. Notes on Personalism, Alterity and Education in Dialogue with Michel de Certeau

This article tries to elaborate some insights from Michel de Certeau’s works on personalism, alterity and education. The aim is to add a poorly known voice to the contemporary debate around pedagogy and personalism. De Certeau’s original account of personhood, based on the movement of ‘alteration’ rather than on ‘identity’, is presented as original and useful to enrich the contemporary educational debate. The article firstly analyzes two texts where Certeau deals specifically with the role of alterity in educational contexts. The uncanny and ungraspable movement of ‘alteration’ will be shown as fundamental in the person’s formation. Secondly, it will be argued that such account of alterity is rooted in Certeau’s interpretation of the Christian tradition. Finally, it will be maintained the possibility of conceiving education itself as a process of ‘alteration’.

The Educational Implications of Populism, Emotions and Digital Hate Speech: A Dialogue with Scholars from Canada, Chile, Spain, the UK, and the US

The recent rise of authoritarian populism, fueled by the spread of digital hate speech and the preeminence of emotions in the political arena, has not aroused much interest among educational researchers. In response to this gap in the literature, the authors of the present article aim to provide an overview of the educational implications of the recent wave of authoritarian populism by interviewing a group of experts on democratic citizenship education from various countries and backgrounds. The dialogue resulting from their responses helps to move forward the educational debate on how schools can deal with the emotions and hate speech that motivate support for authoritarian populisms.

PROPUESTA METODOLÓGICA PARA FAVORECER LA COMPRENSIÓN LECTORA MEDIANTE EL TRABAJO CON LA TIPOLOGÍA DE TEXTOS LITERARIOS

Este artículo de revisión aspira a contribuir al debate educativo sobre los problemas relacionados con la enseñanza de la lectura y la comprensión lectora. Se presenta una propuesta metodológica para favorecer la comprensión lectora mediante el trabajo con la tipología de textos literarios, a partir de operadores que la convierten en conocimiento de acceso a la semántica del texto. La propuesta se fundamenta desde los presupuestos del enfoque cognitivo, comunicativo y sociocultural de la enseñanza de las lenguas y de la concepción de la enseñanza aprendizaje de la lectura como un proceso de atribución de sentidos al texto. Finalmente se ofrecen argumentos para la discusión de la propuesta y la invitación a transformar la manera en que se dirigen las actividades de lectura en función de la comprensión lectora PALABRAS CLAVE: lectura; comprensión lectora, tipos de textos. METHODOLOGICAL PROPOSAL TO ENCOURAGE READING UNDERSTANDING THROUGH WORKING WITH THE TYPOLOGY OF LITERARY TEXTS ABSTRACT This revision article aspires to contribute to the educational debate about the problems related with the teaching of the reading and the reading comprehension. A methodological proposal is presented to favor the reading comprehension from the work with the typology of literary texts with operators that turn it into knowledge to allow the access to the semantics of the text. It is based on the presuppositions of the cognitive, communicative and sociocultural approach of the teaching of languages and the conception of teaching learning of reading as a process of attribution of meanings to the text. Finally, arguments are offered for the discussion of the proposal and the invitation to transform the way in which reading activities are guided by reading comprehension. KEYWORDS: reading; reading comprehension; types of texts.

A pedagogia histórico-crítica como abordagem metodológica para o ensino da filosofia

Resumo: Os estudos historiográficos e filosóficos desenvolvidos por Dermeval Saviani têm apontado para a aplicação do materialismo-histórico-dialético ao debate educativo nacional. Neste sentido, a formação humana emerge como tema central das investigações educacionais, na qual se busca a superação da relação exploratória entre o Capital e o trabalho, marcada pela alienação e opressão do homem pelo homem. Como defende Saviani, "superar a alienação para alcançar-se o pleno desenvolvimento da individualidade livre e universal: essa é a perspectiva da sociedade comunista em Marx." (SAVIANI, 2015a, p.30). Isso posto, os objetivos deste artigo são: 1) Delimitar as linhas gerais do pensamento educacional de Saviani; 2) Expor a concepção metodológica defendida por ele; 3) Constituir uma abordagem metodológica para ensinar Filosofia a partir da Pedagogia Histórico-Crítica (PHC). Por ser um trabalho qualitativo, foi adotada a análise de conteúdo como procedimento metodológico, tendo as obras do próprio Saviani como fonte primária. Palavras-chave: Ensino de Filosofia. Metodologia de ensino. Pedagogia histórico-crítica. Abstract: Dermeval Saviani's historigraphic and philosophic studies have pointed to the application of the dialectical-historic-materialism to the national educational debate. In this sense, human formation emerges as the central theme of educational research, which seeks to overcome the exploratory relationship between Capital and work, marked by the alienation and oppression of men by men. As Saviani argues, "to overcome alienation in order to achieve the full development of free and universal individuality: this is the perspective of communist society in Marx." (SAVIANI, 2015a, p.30). Thus, the objectives of this article are: 1) Delimit the general lines of Saviani's educational thought; 2) Expose the methodological conception defended by him; 3) Constitute a methodological approach to teaching Philosophy from Historical-Critical Pedagogy (APS). As a qualitative work, content analysis was adopted as the methodological procedure, with Saviani's own works as the primary source. Keywords: Philosophy teaching. Educational methodology. Historical-critical pedagogy. REFERÊNCIAS ALMEIDA JÚNIOR, José Benedito. A avaliação em Filosofia. Revista Princípios, v.12, n.17-18, jan./dez. Natal, 2005, p.145-156. BRASIL. Ministério da Educação. Diretrizes Curriculares Nacionais para o Ensino Médio. Brasília, 2018. BRASIL. Ministério da Educação. Orientações curriculares para o ensino médio. v.3. Brasília: 2006. BRASIL. Ministério da Educação. Parâmetros Curriculares Nacionais Ensino Médio. Brasília, 2000. BRASIL. Ministério da Educação. PNLD 2018: Filosofia: guia de livros didáticos. Brasília, 2017. BRASIL. Palácio do Planalto. Lei nº 13.415/2017. Brasília, 2017. DUARTE, Newton.; SAVIANI, Dermeval. (org.). Pedagogia histórico-crítica e luta de classes na educação. Campinas: Autores Associados, 2012. EBY, Friedrich. História da educação moderna. 5.ed. Porto Alegre: Globo, 1978. GASPARIN, João Luiz. Uma didática para a pedagogia histórico-crítica. 5.ed. Campinas: Autores associados, 2009. GRAMSCI, Antônio. Cadernos do cárcere. Tradução Carlos Nelson Coutinho. 2.ed. Rio de Janeiro: Civilização Brasileira, 2001. v.2. p.11-53. GRAMSCI, Antônio. Concepção dialética da história. Tradução Carlos Nelson Coutinho. 2.ed. Rio de Janeiro: Civilização Brasileira, 1978. MARX, Karl. ENGELS, Friedrich. Teses sobre Feuerbach. In: MARX, Karl. ENGELS, Friedrich. A ideologia alemã. São Paulo: Editora Moraes, 1984. p. 107-111. SAVIANI, Dermeval. Educação: do senso comum à consciência filosófica. 12.ed. Autores Associados, 1996. SAVIANI, Dermeval. A nova lei da educação: trajetória, limites e perspectivas. Campinas: Autores Associados, 1997. SAVIANI, Dermeval. Escola e democracia. Campinas: Autores Associados, 2008. SAVIANI, Dermeval. Formação de professores: aspectos históricos e teóricos do problema no contexto brasileiro. Revista Brasileira de Educação v.14 n.40 jan./abr. 2009. p.143-155. SAVIANI, Dermeval. Pedagogia histórico-crítica: primeiras aproximações. 11.ed. Campinas: Autores Associados, 2013. SAVIANI, Dermeval. O conceito dialético de mediação na pedagogia histórico-crítica em intermediação com a psicologia histórico-cultural. Revista Germinal: Marxismo e Educação em Debate, v.7, n.01, jun. Salvador, 2015a. p. 26-43. SAVIANI, Dermeval. Sobre a natureza e especificidade da educação. Revista Germinal: Marxismo e Educação em Debate, v.7, n.01, jun. Salvador, 2015b. p. 286-293. VIGOTSKY, Lev Semenovitch; LURIA, Alexander Romanovich; LEONTIEV, Alexis Nikolaevich. Linguagem, desenvolvimento e aprendizagem. São Paulo: Ícone, 1988.

EDUCAR NO PRESENTE EFÊMERO PARA UM FUTURO INCERTO

A crítica de alguns autores quanto ao papel da escola na nova realidade educativa perante as possibilidades de interação e informação, chega a extremos. Há autores que consideram que a escola, diante dos avanços tecnológicos capazes de distribuir com eficiência a informação, perde a razão de existir (PERELMAN, 1992). Embora entenda que este seja um posicionamento reducionista e obtuso, uma vez que o papel da escola não é ou não pode ser apenas o de informar. No contexto deste artigo propomos um viés para o debate educacional para a educação no século XXI: por um lado as tecnologias digitais de comunicação e informação que abalam as estruturas centenárias da educação e por outro a autonomia que esta tecnologia possibilita contrasta com o modelo de escola e da educação oficial que temos. PALAVRAS-CHAVE: Tecnologias digitais; autonomia, educação. ABSTRACT The critique of some authors regarding the role of the school in the new educational reality towards the possibilities of interaction and information, reaches to extremes. There are authors who consider that the school, given the technological advances capable of efficiently distributing information, loses its existence reason (Perelman, 1992). Although understands that this is a reductionist and obtuse position, since the role of the school is not or cannot be just to inform. In the context of this article we propose a bias towards the educational debate for education in the 21st century: on the one side the digital technologies of communication and information that undermine the centennial structures of education and on the other the autonomy that this technology allows contrasts with the school model and the official education we have. KEYWORDS: Digital technologies; autonomy, education. RESUMEN La crítica de algunos autores respecto al rol de la escuela en la nueva realidad educativa delante de las posibilidades de interacción e información, llega a extremos. Hay autores que consideran que la escuela, frente a los avances tecnológicos capaces de repartir con eficiencia la información, pierde la razón de existir (PERELMAN, 1992). No obstante entienda que este sea un posicionamiento reduccionista y obtuso, una vez que el rol de la escuela no es o no puede ser solamente el de informar. En el contexto de este artículo proponemos un sesgo para el debate educacional hacia la educación en el siglo XXI: por un lado las tecnologías digitales de comunicación e información que tiemblan las estructuras centenarias de la educación y por otro la autonomía que esta tecnología posibilita y contrasta con el modelo de escuela y de educación oficial que tenemos. PALABRAS CLAVE: Tecnologías digitales; autonomía, educación.

Putting research first? Perspectives from academics and students on first-year undergraduates learning research

Exploring the place and potential of ‘research’ in undergraduate degrees has stimulated higher-educational debate for decades, strongly influencing policies, practices and structures. This article’s consideration of some problems associated with teaching and learning about research during the first year of undergraduate degrees, helps throw that debate into a sharper light. Should first-year undergraduates be asked to learn from their own or others’ research, and what difficulties might they experience? What relevant previous learning about research, or lack of it, might they bring with them into their degree? Working with empirical data from across one English university, and literature from universities across the world, these questions are discussed by exploring first-year undergraduate teaching and learning, through the lenses of critical inquiry and constructivist grounded theory.

ESTÁ ME CHAMANDO DE DOENTE? O DISCURSO MEDICALIZANTE DO TDAH NA ESCOLA: UMA REVISÃO

This article is the result of a bibliographical review on the topics: medicalization, instrumentalization of thought, and school education. The questions that promote this debate are: What set of institutional knowledge and practices have led us to think that medicine administration in our children solve the educational problems? Are we transforming behaviors such as disobedience, distraction, restlessness, impulsivity, and socially undesirable hyperactivity in pathologies? It is, therefore, a theoretical essay in which we elaborate some critics to the medicalization of the complaint of behavior in Brazilian school context. We ground our analysis on the interweaving of the theoretical contributions coming from the criticism of the medicalization of the school complaint. Theorists who support the critical argumentation of medicalization are: Moysés & Collares (1996), Garrido (2010), Signor & Santana (2016), Furtado (2014), Leonardi (2010), among others. At first, we draw a theoretical track in order to place the way in which the school medicalization presented in the context of the Brazilian educational debate. Next, we stress the limits of the medicalization of life in such context. Finally, we emphasize the importance to think about a type of school that problematizes the so-called "learning problems", adopting a critical position in relation to the Brazilian bibliographic production that relates "learning problems" of the "disease". Our proposal entails to rethink the way that the relationship between institutionalized knowledge and the other is made in a way of elaborating pedagogical strategies that accommodate the multiplicity of modes of being that make up each individual.