EDUCAÇÃO POPULAR E MOVIMENTO DE ADOLESCENTES E CRIANÇAS (MAC): PRINCÍPIOS, CONCEPÇÕES E PRÁTICAS EDUCATIVAS NAS VOZES DAS CRIANÇAS E ADULTOS.

Abstract

This work, inscribed in the line of research on Education, Society and Culture, has, as its object of study, Popular Education with children and as its field of study, the experience of the Movement of Adolescents and Children groups (MAC).For this, part of it starts from the following researching problem: what characterizes the MAC project in the socio-politicaleducational perspective for the development of children in contexts of Popular Education? Thus, the objective is to analyze the concepts, principles and practices of popular education, experienced by children and adults from the socio-political-educational project of MAC; to investigate how these values contribute to the recognition of the child as a subject of the rights in the context of popular education and to grasp the presence/absence of the concepts, principles and practices of MAC in the words of teenagers, egressed from the Movement of Adolescents and Children (MAC) To understand these assumptions, studies and researches are taken as references in the light of the theoretical framework of the Historical and Dialectical Materialism since their main categories of analysis allow us to understand the reality and the praxis in pursuit of social transformation, that is, of a historical becoming. This work was anchored in: Marx (2006); Brandão (2002a; 2006), Freire (2003; 2006; 2014), Arroyo (2012; 2004), Sarmento (2005; 2008); Siqueira (2011); Fernandes (2009); Ariès (1981), Kramer (1999; 2006); Gaitán; Liebel (2012); Espinar (2003); Cussianovich; Marques (2002), among others. In the field research, according to the established criteria, we tried to observe the meeting of two groups of the Movement of Adolescent and Children so that, at the end, eight meetings were documented through filmic records. There were also four interviews, two with the attendants and two with teenagers egressed from MAC. This work is divided into three chapters that comment on general discussions on the relationship among Subject, Education and Society; principles and concepts in the voices of adult subjects (attendants and young graduates) focusing on some themes such as Popular Education, participation, dialogical, ethical and critical training and political education and also the insights from the children's voices on law, citizenship, participation and leadership. Regarding the survey results, it is distinguished that the child's voice is a polyphonic one and that the presence of adults in groups gives a hierarchically superior form. However, we see the political and educational importance of Popular Education with children and this is done mediated by the dialogical action that in its essence stimulates curiosity, allows the construction of knowledge, explicits dreams, demands criticality and requires commitment. It is worth noting the importance of educational activities developed by MAC that, even if incipient, presents itself as an emancipatory space of civic education in the perspective of the child’s autonomy.