Educación Popular en América Latina. Trazas históricas y nudos estratégicos para el siglo XXI

Abstract

The article we present is organized from two sections: in the first one, five historical traces of Latin American popular education are presented: emancipatory education  practices and discourse promoted by Simon Rodriguez and Jose Marti during the 19th century, the educational and pedagogical experiences foster by the rising labor and popular movement between the late nineteenth and early twentieth centuries, the experience of the Ayllu School of Warisata in Bolivia during the thirties of the last century, the emergence during the decade of the sixties of the Pedagogy of Liberation developed by Paulo Freire, and finally, the practices and discourse of popular education deployed against the civil-military dictatorships in the region. And in the second section, four strategic debates are revisited, of which Latin American popular education has been part of during the 21st century, the first one referred to the problem of national and popular sovereignty, the second concept related to struggles for decolonizing the educational and pedagogical field, the third one associated to the articulations between popular education and feminism in the framework of the struggles against patriarchy, and the fourth concerning the relevance of fighting from popular education field for the defense and strengthening of the public education.