Educação Popular no Chile (2011-2021)

Da marginalidade à construção da soberania educativa

Resumo

Revolutions, or the idea of ​​revolution, have never been and will never be the driving force of the school institution, and to think so would be naive. Even having this idea clear, we have to reliably affirm that the school is a contradictory institution, in conflict and a field of constant dispute, but education in general is much more so, much more conflictive and much more contradictory. The articulations and experiences of Popular Education that have been developed in Chile from 2011 to 2021 have gone in the direction of creating common horizons, beyond the hegemonic model of education, towards the construction of education with their own meaning, and even of educational sovereignty. Thus, we carry out two central actions, one, to highlight the historical, investigative and political importance of the articulations of Popular Education spaces that go in the direction of creating common horizons of a counter-hegemonic educational project; and second, to connect their underlying actions and subjectivities that would show outlines of educational sovereignty. This would be, then, the exercise of collective power on the way to thinking and building their own educational processes from collective autonomy, raised from experiences and their articulations, but for society as a whole, based on the self-management of the forms of production of knowledge and its distribution.