Educação popular como fundamento e prática da pedagogia social: referências para intervenções sociais emancipatórias

Abstract

Contemporary society presents new and diverse economic and social realities; time becomes scarce, for all that is necessary to live, the individual is treated as an object. We live in worrying times, technology prevailing, lack of solidarity and Chronic problems about social and political organization, while human beings seem to lose their own humanity. Rights are denied, violated. Education is fragmented, converted into currency and Teacher training follows the same itinerary. In this context, this work aims to identify principles and practices of Popular Education that serve as fundamentals of Social Pedagogy and Formal Education itself, which will be organized in different didactic-pedagogical concepts and characteristics. It is intended that such organization and references can contribute to the confrontation of the contemporary educational challenges and the possibilities of social intervention, by education, in an emancipatory perspective. For this, we present a brief scenario of the current education, of the people’s school - concretized, by traditional, content, ‘banking’ and uncritical education - and systematize important principles, concepts, characteristics and practices of Popular Education, with emphasis on the contributions of the Patron of Brazilian education, the educator Paulo Freire, who have been foundations of Social Pedagogy, observed and identified, based on the problematization of outstanding experiences, experienced in 14 years of work with social education, of challenges faced in the teaching practice and, evidently, in other areas of education. A research with a qualitative approach was carried out, exploratory objective, using a technical procedure of bibliographic survey about the theme. Among the main results achieved is the explicit linkage of Freire's theory to social demands and social pedagogy. The presentation and explanation of certain Freire's principles - delimited from professional experience and research done - as a concrete contribution to social intervention, as well as the exemplification of unpublished viable in response to the situation-limit that reach recurrently education in and out of school.