Resumo

TAVARES, Maria Tereza Goudard. Popular education and contemporary social movements: some observations for reflection. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2015, vol.24, n.43, pp.49-61. ISSN 0104-7043.  https://doi.org/10.2015/jan.jun.v24n43.005.

This article is the result of attempts to delimit a theoretical-conceptual field that can, with some political and epistemic legitimacy, embody the hegemonic tendencies of Popular Education (PE). Recognizing that even though use of the word "hegemony" is often currently viewed with suspicion, its adoption in this article does not refer to a "will to truth" and/or of "power", but to a visceral predisposition towards "dialogicity" and the adventure of thought that, without sacrificing rigor or ethical and political commitments, focuses on more transversal epistemic connections As such, relinquishing any and all attempts of all-encompassing explanations concerning the roads taken by PE in the current context of Brazilian education, one can posit PE as a theoretical and practical field that can be navigated according to political and ideological choices. Due to the long-term, shared, daily school routines in which both teachers of students and university teachers of future students take part, Popular Education expresses elective affinities that are related to our trajectories. In this manner, although we are often more concerned with epistemological issues regarding Popular Education, issues related to the dissemination of Popular Education along with social movements throughout Brazil and Latin America, what ultimately propels and identifies us, and characterizes our shared action, is the "world of the school".

Palavras-chave : Educação Popular; Movimentos Sociais; Processos Formativos; Trajetórias Históricas e Epistêmicas da EP no Brasil.

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