Suchergebnisse

The paper intends to contribute to an international understanding of transdiciplinarity (TD) from the perspective of Latin America. The basic argument is that TD is a research practice that can foster knowledge democracy within the framework of decoloniality as a social and academic praxis. The first part of the paper highlights some historical and contemporary practices that are important to shape a decolonizing approach to transdisciplinarity. The second section discusses issues involved in the development of transdisciplinary political, contextual and institutional conditions, besides the researcher's personal and professional commitment and preparedness.

"The paper analyzes the construction of a pedagogical-investigative
method, which has as its key element the development of strategies for
overcoming inequalities in Latin American societies. Paulo Freire and
Orlando Fals Borda, among others, provide elements for understanding
the origins of a method which, in research, has a close relation to the
educational dimension and, in education, integrates the investigative
dimension as a part of the process of developing active subjects in their
communities. The paper refers to research projects that were developed
using participatory methodologies, attempting to identify some recent
developments, advances and limits. Among these projects, special
attention is paid to those that show the role of pedagogical mediations in
participatory social processes in South Brazil (state of Rio Grande do Sul),
particularly the activities of a garbage recyclying association and the
implementation of the participatory budget in a municipality in South
Brazil." (author's abstract)

Este artigo apresenta uma leitura de José Martí como fonte histórica da educação popular na América Latina. Parte-se do pressuposto de que não pode haver uma verdadeira refundamentação sem o retorno àquilo que sejam momentos, idéias ou princípios fundantes da educação popular. Após situar brevemente o pensamento e a obra de José Martí, caracteriza-se o conceito de educação popular como educação do povo, no sentido de educação universal. Num outro nível, busca-se identificar na obra de Martí traços da educação popular como um movimento político-pedagógico que se configura especialmente a partir da segunda metade do século passado. A premissa é que, num dado momento, educação do povo e educação popular deixam de ser termos equivalentes e que, em José Martí, temos elementos para pensar esses dois termos de forma dialética, num movimento de recriação de uma prática que, embora cindida pelas contingências históricas, é única. São identificados em sua obra quatro princípios da educação popular: a valorização da pluralidade de saberes; a relação interpessoal como ambiente para o aprender-ensinar e base para a transformação social; o conhecimento da realidade a partir de uma perspectiva emancipatória como ato político; e a educação como processo autoformativo da sociedade. ; This article presents José Martí as a historical source of popular education in Latin America. It starts from the assumption that there can be no true re-foundation without the return to those founding moments, ideas or principles of popular education. After giving a brief account of Martí's work and thought, we characterize the concept of popular education as education of the people, in the sense of a universal education. On a different level, we seek to identify in Martí's work elements of popular education as a political-pedagogical movement that takes shape especially since the latter half of the 20th century. The premise here is that at some given point people's education and popular education cease to be equivalent terms, and that in José Martí we find elements to think about these two terms dialectically, in a movement of re-creation of a practice that, albeit cleaved by historical contingencies, is whole. Four pillars of popular education are identified in his work: valuing the plurality of knowledges; the interpersonal relationship as the milieu for teaching-learning, and basis of social transformation; the knowledge of reality from an emancipative perspective as a political act; and education as self-formative process of society.

"This text is a contribution to methodological reflection on research, based
on the experience of a research team who explored various aspects of the
participatory budget in the State of Rio Grande do Sul (Brazil). It is
situated within the context of participatory research, and deals with the
following topics: method and methodology: the insertion of research and
education within the same process of knowing; research and its ethical and
political commitment; research as public action directed towards the
constitution of the public sphere. The intense interaction in the research
process, attending to the assemblies of the participatory budget in various
municipalities, being present at council meetings, talking to communities
and community leaders as well as participating in academic circles,
contributed to understanding research as integrated within the movement
of knowledge, values, cultures, worldviews, and above all, people towards
the achievement of their goals." (author's abstract)

"In a well ordered city every man flies to the assemblies:
under a bad government no one cares to stir a step to get
to them, because no one is interested in what happens
there, because it is foreseen that the general will will not
prevail, and lastly because domestic cares are allabsorbing.
Good laws lead to the making of better ones;
bad ones bring about worse. As soon as man says of the
affairs of the State What does it matter to me? the State
may be given up for lost. (Jean-Jacques Rousseau, 1950:
93)." (author's abstract)

The article aims to analyze the constructs of interculturality and internationalization based on a theoretical framework that is rooted in sociology and political economics (internationalization) and in sociology and decolonial studies (interculturality) and to understand the contributions of critical interculturality to the development of an alternative notion of educational internationalization. Methodologically, this work is constituted as a qualitative study, of the descriptive and exploratory type, using bibliographic sources. In the first and second part of the article, the main approaches and debates about interculturality internationalization of higher education that take place in Latin America, are discussed. In a third part, these two approaches are analyzed in dialogue, emphasizing similarities between them. Finally, the main contributions of critical interculturality to the development of an alternative process of educational internationalization are presented, highlighting the importance of prioritizing inclusion, of establishing relationships under conditions of equity and an expanded epistemic field.

"This article analyzes research as political-pedagogical mediation in
constituting citizenship, having as a reference the Participatory Budget
process of Rio Grande do Sul (Brazil). It verifies how, through a participative
methodology, the researcher is challenged to reposition him or her
self and the process of production of knowledge in the context of social
change." (author's abstract)

"The article presents the experiences of a research group in South Brazil.
The main purpose is to describe and reflect upon the process developed by
a group which, while following quite independent paths, encounters in
participatory action research the methodological basis for carrying out
different projects. There are presented and discussed five different projects:
(1) participatory budgeting, which also marked the beginning of the
group; (2) the work of artisans; (3) National Programme for Public
Security and Citizenship; (4) pedagogical mediations in associated work;
(5) evaluation research with an NGO engaged in popular education. The
conclusions point to the importance of considering the interplay of the
social, political and pedagogical dimensions within a research practice." (author's abstract)