Educação popular e infância: princípios, concepções e práticas educativas
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-24
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
23
jan./dez.
46
23
jan./dez.
Coleções
Resumo
O presente texto discute a relação entre Educação Popular e Infância a partir de sua compreensão como práxis social, vivenciada por grupos populares e determinada pela realidade numa perspectiva histórica. Tratou-se de apreendê-las como construtos sociais e históricos que se dão nos planos objetivos e subjetivos. Neste sentido, buscou problematizar temas como direitos, cidadania e participação a partir da experiência do Movimento de Adolescentes e Crianças (MAC). Entre o proclamado e o efetivado, este estudo percorreu fontes legais (Estatutos, Declarações), documentos oficiais do Movimento, bem como escutou os sujeitos (crianças e adultos) envolvidos na experiência. Objetivou, portanto, analisar as concepções, princípios e práticas da educação popular, vivenciadas por crianças e adultos a partir do projeto sócio-político-educativo do MAC e investigar como tais valores contribuem para o reconhecimento da criança como sujeito de direitos no contexto da Educação Popular. A análise explicita que o exercício de construção de uma educação crítica, sobretudo de uma educação popular, deve ser permanentemente revisitado. A despeito de o MAC pautar-se nos princípios de uma Educação Popular, tanto esta experiência quanto outras que assim se denominam, precisam reconsiderar o estatuto da infância como condição para o reconhecimento da criança como sujeito com voz e participação. Isto implica revisitar o lugar do adulto na relação com a criança a partir de uma perspectiva dialógica, colaborativa e política numa ruptura com práticas de uma participação decorativa em direção a uma participação protagônica.
The present text discusses the relation between Popular Education and childhood, as social praxis, experienced by popular, determined by reality in a historical perspective. It was tried to seize them as social and historical constructs which take place in objective and subjective fields. This sense, it sought to problematize issues such as rights, citizenship and participation from the experience of Teenagers and Children Movement (MAC). Between what is proclaimed and what is made effective, this study covered legal sources (Statutes, Declarations), official documents of the movement, as well as listened to the subjects (children and adults) involved in the experience. The aims was to analyze the conceptions, principles and practices of popular education lived by children and adults from the socio-political-educational project of MAC, and to investigate how these values contribute to the recognition of the child as a subject of rights in the context of Popular Education This work summarizes its analysis by the making explicit that the exercise of construction of a critical education, especially of a popular education, must be permanently revisited. Although MAC is based on the principles of Popular Education, both this experience and others that are similarly called so must reconsider the status of childhood as a condition for the recognition of the child as a subject who has a voice and participation. This implies revisiting the place of the adult in their relationship with the child, from a dialogical, collaborative and political perspective. This presupposes a rupture with practices of a decorative participation towards a protagonist participation.
The present text discusses the relation between Popular Education and childhood, as social praxis, experienced by popular, determined by reality in a historical perspective. It was tried to seize them as social and historical constructs which take place in objective and subjective fields. This sense, it sought to problematize issues such as rights, citizenship and participation from the experience of Teenagers and Children Movement (MAC). Between what is proclaimed and what is made effective, this study covered legal sources (Statutes, Declarations), official documents of the movement, as well as listened to the subjects (children and adults) involved in the experience. The aims was to analyze the conceptions, principles and practices of popular education lived by children and adults from the socio-political-educational project of MAC, and to investigate how these values contribute to the recognition of the child as a subject of rights in the context of Popular Education This work summarizes its analysis by the making explicit that the exercise of construction of a critical education, especially of a popular education, must be permanently revisited. Although MAC is based on the principles of Popular Education, both this experience and others that are similarly called so must reconsider the status of childhood as a condition for the recognition of the child as a subject who has a voice and participation. This implies revisiting the place of the adult in their relationship with the child, from a dialogical, collaborative and political perspective. This presupposes a rupture with practices of a decorative participation towards a protagonist participation.
Descrição
Palavras-chave
Educação popular, Infância e criança, Movimento de Crianças e Adolescentes (MAC), Popular education, Childhood and child, Teenagers and Children Movement (MAC)
Citação
ALMEIDA, Vilma Ribeiro de; SIQUEIRA, Romilson Martins. Educação popular e infância: princípios, concepções e práticas educativas. Educação (UFSM), Santa Maria, RS, v. 46, n. 23, p. 1-24, jan/dez. 2021. https://doi.org/10.5902/1984644439376. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/39376. Acesso em: 2022-07-20