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Currículo sem Fronteiras
 A journal for a critical and emancipatory education   ISSN 1645-1384

Gramsci e a educação popular na América Latina - Percepções do debate brasileiro [Gramsci and popular education in Latin America - insights from the Brazilian debate]

Raymond A. Morrow and Carlos Alberto Torres

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This article argues that Gramsci’s contribution has been central to the work of intellectuals, NGOs, teachers, and social activists who are involved in popular education in Latin America. Popular education is defined as a political-educational, theoretical, and methodological paradigm which has emerged in the region with remarkable force in the 1960’s and achieved international reach with the work of Paulo Freire. Focused on political activism and on the organization of subaltern classes in Latin America and close to what became know as “constructivism”, popular education has always been more closely associated to non-formal forms of education than to formal schooling. After describing the background of Gramsci’s historical experience and his implications in education “per se”, this articles, in its conclusion, focuses on the debate about popular education in Brazil and, in particular, on how this theoretical and methodological paradigm was used in formal schools contexts.



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