Search results

1921 is the year of the centenary of Paulo Freire's birth, but also is the centenary of the birth of the Welsh thinker Raymond Williams. There is no proof that they personally knew each other, but perhaps they knew each other's work. They lived in radically different contexts, and with different intellectual worries. But their ideas have some very interesting common points: the importance of culture, the role of the educator, the insistence on the need for adult education that aids the emancipation of individuals and communities, and the building of a democratic society, among others. The article does not aspire to explore possible connections between the thoughts of both authors, even though they have been an important influence in adult education in the 20th century, that remains in the 21st. What I would like to do in this paper is to reflect about some of their contributions that help us resist the battering of neoliberalism found in the policies and practices of Lifelong Learning. Their ideas also guide us on the path to building a fairer, more solidary and democratic society and an education. ; 1921 marca el centenario del nacimiento de Paulo Freire, y también del pensador galés Raymond Williams. No consta que se conocieran, aunque quizás tuvieron alguna noticia de la obra respectiva. Vivieron en contextos radicalmente diferentes y con preocupaciones intelectuales también diferentes, pero el pensamiento de ambos presenta puntos en común muy interesantes: la importancia de la cultura, la insistencia en una educación de personas adultas que sea útil a la emancipación de las personas y las comunidades, la construcción de una sociedad democrática o el papel de las personas educadoras, entre otros. El artículo no pretende explorar posibles conexiones entre el pensamiento de estos dos autores, aunque ambos han tenido una influencia importante en la educación de personas adultas durante el siglo XX, que perdura a lo largo del XXI. Lo que pretendo en el texto es reflexionar sobre algunas de sus ideas que nos permitan resistir los embates del neoliberalismo presente en las políticas y las prácticas del aprendizaje a lo largo de la vida, y nos guíen en la senda de construir una sociedad y una educación más justas, solidarias y democráticas.

In this article, I reflect on experiences linking adult education to citizenship and participation. I consider citizenship to be connected to social justice and social inclusion. I suggest that a key element in citizenship is participating in public issues which concern life in communities in order to build an egalitarian relationship among people. In this article, I connect participation to a singular experience: the Participatory Budget Experiment in the city of Seville from 2003 to 2007. I explore specific experiences within adult education through participatory research and the elaboration of teaching materials addressed to this end. Finally, I reflect on the consequences of these experiences for an emancipatory adult education that aims to teach and learn democracy. ; V članku se ukvarjam z izkušnjami, ki povezujejo izobraževanje odraslih z državljanstvom in participacijo. Državljanstvo je zame povezano s socialno pravičnostjo in družbeno vključenostjo. Predlagam, da je ključni element državljanstva sodelovanje pri javnih vprašanjih, povezanih z življenjem v skupnostih, z namenom ustvarjanja egalitarnih odnosov med ljudmi. V članku obravnavam participacijo v povezavi s specifično izkušnjo: eksperimentom participatornega proračuna v mestu Sevilja med letoma 2003 in 2007. Prek participatorne raziskave in oblikovanih učnih gradiv raziskujem specifične izkušnje znotraj izobraževanja odraslih. Na koncu se ukvarjam s posledicami, ki jih te izkušnje imajo za emancipatorno izobraževanje odraslih, katerega cilj je poučevanje in učenje demokracije.

RESUMEN En este artículo el autor pretende reflexionar sobre la participación, la democracia y la construcción de la ciudadanía enmarcadas en la educación de personas adultas y partiendo de la experiencia del experimento de los Presupuestos Participativos de la ciudad de Sevilla (España). Partiendo de la situación social actual, se hace referencia a los movimientos sociales, se entienden la Investigación Participativa, junto a las propuestas de Paulo Freire, como metodologías relevantes, y se considera, en las conclusiones, que la ciudadanía es un proceso que se construye con prácticas cotidianas. ABSTRACT In this article, the author tries to reflect about participation, democracy and the building of citizenship in the framework of adult education and deriving from the experience of the Participatory Budget experiment at the city of Seville (Spain). Starting from the current social situation, the author refers about the role of Social Movements, considers both Participatory Research and an approach based on Paulo Freire as a relevant methodologies. In the conclusions, citizenship is considered as a process built in people's daily practices.

In this article, the author tries to reflect about participation, democracy and the building of citizenship in the framework of adult education and deriving from the experience of the Participatory Budget experiment at the city of Seville (Spain). Starting from the current social situation, the author refers about the role of Social Movements, considers both Participatory Research and an approach based on Paulo Freire as a relevant methodologies. In the conclusions, citizenship is considered as a process built in people's daily practices. ; Utopía y Praxis Latinoamericana publica bajo licencia Creative Commons Atribución-No Comercial-Compartir Igual 4.0 Internacional (CC BY-NC-SA 4.0). Más información en https://creativecommons.org/licenses/by-nc-sa/4.0/

This paper tries to consider differences between the concepts and practices of the Lifelong Learning and Adult Education paying attention on the evolution of Education of the adults in Andalusia (south of Spain). From 1982 on, Andalusia has full autonomy for legislating in education. From this date it started the project to overcome the high rates of illiteracy developing a specific project in the field of adult education closely related to municipalities and communities in a model called: the territorial model. From 1990 onwards there was a radical change in the policy on adult education. The 90' represented a change and marked a specific model of adult education, characterised by its distance from communities and more centred on curricula. ; Este artículo trata de considerar las diferencias entre los conceptos de Aprendizaje a lo largo de la vida y Educación de personas adultas, prestando especial atención a la evolución de la educación de personas adultas en Andalucía (Sur de España). Desde 1982, Andalucía tiene completa autonomía para legislar en educación. Desde esa fecha se desarrolló un proyecto para superar las altas tasas de analfabetismo, desarrollando un plan específico en el campo de la educación de personas adultas íntimamente ligado con los ayuntamientos y las comunidades: el llamado modelo territorial. A partir de 1990 hay un cambio radical en las políticas en educación de personas adultas. Los años 90 representan un cambio que marca un nuevo modelo de educación de personas adultas caracterizado por tomar distancia de las comunidades y centrarse más en el curriculum escolar.

The main aim of this article is to describe a singular experience in the University of Seville, Spain which connects universities and communities. It is a descriptive paper which strives to explore the work done to break the gap between universities and people in communities. Perhaps, one of the most important problems in our societies is a lack of democracy in matters such as knowledge, its construction and dissemination. On the other hand, it is important to break the dominant discourse that universities always teach communities. According to Freire, teaching and learning are two steps of the process of creating knowledge. Thus, universities have to learn from communities as well as teach them. The Paulo Freire Chair at the University of Seville was created in 2008. In the article I describe the work done by the Chair, which, within the framework of an alliance between the people and the public institution, works to edify a knowledge which is truly beneficial. In the conclusions, I reflect on some findings in order to explain how the Paulo Freire Chair, as a university tool, can help to edify knowledge democracy and how it can be done from methodological approaches such as participatory research.

"The frontier between the south of Spain and Portugal is established by the river Guadiana. Next to the sea, the cities of Ayamonte (Spain) and Vila Real de Santo António (Portugal) are facing each other on opposite banks of the river. The research on which this chapter is based focuses on these two cities. The authors study specifically personal and social relationships and processes of the identity building of experts on cross-border cooperation in the southern European cross-border area of Spain and Portugal. Are the experts who are frequently involved in cross-border experiences, as a result of their personal and professional lives, experiencing or having transnational lives and transnational flows? To answer this question the authors analysed the biographies of a wide range of people with different life experiences regarding cross-border cooperation in both countries. The interviews were open-ended and included a structured module for analysing the social networks of the respondents. The results suggest that there are no traces of a significant transnational character in the relationships established in this particular cross-border area." (author's abstract)