Framework

The Brazilian educational system was founded by the negativity of the rights of the popular classes to Education, a context that deepened with the invisibility of the knowledge and contents of the social reality of these subjects, due to the hegemony of Eurocentric science. Popular Education is the narrative of the knowledge of the popular classes as a social practice carried out in the anticolonial, antipatriarchal and anti-capitalist struggles. Considering this context, we question how Popular Education contributes to the production of new educational practices grounded between academic knowledges and popular knowledges in the reinvention of knowledge and the university in the construction of a project of democratic education and a society of social justice, in face of the centric Eurocentric paradigm in productivism for capital?

Thus, we defend the thesis that Popular Education enables the construction of new educational practices grounded between academic knowledge and popular knowledges that affect the process of reinvention of knowledge and the university enabling principles for the production of an alternative thought of education, science and society social justice, despite the hegemony of the Eurocentric paradigm. The general objective was to analyse how Popular Education contributes to the production of new educational practices, based on the relationship between the popular and the scientific that influence the reinvention of knowledge, education and university in the construction of a social justice society project in the South of the World. And as specific objectives: a) to build the State of the Art of Popular Education contextualizing its historical development in the construction of a just society and of an epistemological alternative of science; b) mapping the experience of Popular Education in the production of a new educational practice, with emphasis on the contribution of the Quilombo dos Palmares Training School (EQUIP) in the training of popular educators who currently teach in the university c) identify the foundational principles of Popular Education which refer to an epistemological and methodological matrix of reinvention of knowledge and of the university as cognitive justice; d) analyse how Popular Education contributes to the production of a transgressive epistemology and a decolonial science in the reinvention of knowledge and popular ideas of university

A Qualitative Approach and a Participant Research-Action ground the research design. In order to do this, we mapped studies and researches on the subject, carried out a documentary survey, the systematisation of the experience, semi-structured interviews, participant observation and systematic return as research techniques. The dialectical method, as part of the research process itself and of the social reality, allowed to analyse tensions, contradictions, transformations and social relations of totality. The theoretical contributions were: Borda (1981), Freire (1996), Gohn (2013), Lefebvre (1983), Santos (2013), Streck (2014), among others. Partial results point out that Popular Education supports the educational practice of EQUIP that moves forward in the constitution of the ideas of popular universities characterised by a pedagogy-action transformation, based on principles that constitute the matrix of a prudent sociology, rooted in the social reality of the popular classes and the oppressed of the South of the World in the construction of a transgressive epistemology and a decolonial science as the matrix of a society of social justice.

Bio note

Socorro Silva - BA in Business Administration from the Faculty Santo Agostinho (FSA), Specialisation in Higher Education Teaching (FATEPI/FAESPI), MA in Education from the Federal University of Piauí (UFPI), BA in Pedagogy (INET) and PhD Candidate in Education (UFPI), Visiting PhD Student at the Centre for Social Studies (CES) of the University of Coimbra (UC) in Portugal. Author of the book:  Jovens e Juventudes - Identidade, Participação e Políticas Públicas - Um Olhar Juvenil  - published in 2009. CAPES/MEC scholarship holder in the Post-Graduation Programme of the Federal University of Piauí and FAPEPI State Grant Fund for Research) in the Doctorate Exchange Programme. Researches on Education, Popular Education, Transgressive Epistemology, Decolonial Science, University, Social movements, Participatory Methodologies, Social justice, Pedagogy-Action Transformation, Educational Practice, Social Struggles, Colonial Globalization, State. Member of the Centre for Studies and Research in Education, Gender and Citizenship (NEPEGECI) and the Youth Observatory (OBJUVE). Popular Educator of the Quilombo dos Palmares Training School (EQUIP).

Moderator and comments: Sara Araújo