A educação popular nas pós-graduações em educação: análises das dissertações e teses produzidas entre 2000 e 2014 na região nordeste

Abstract

This study appeared linked to the Group for Study and Research on Popular Education, Social Services and Social Movements - GEPEDUPSS, which is articulated to the Department of Social Work at the Federal University of Paraíba - UFPB and the Post - Degree in Education from the same university. The study aimed to analyze the academic productions on Popular Education in post-graduate courses in Education of the Northeast region, and specific objectives, meet the prevailing and emerging approaches in the field of popular education, identifying and analyzing the objectives, theoretical framework, methodology and conclusions of this research, and examine whether these studies Popular Education is the object of study or secondary theme. To achieve this, the approach used was the qualitative quantity through a literature search. In this sense, the research proceeded as follows: first, we conducted a literature review about the master's theses and doctoral dissertations of Postgraduate Education in the Northeast region, which addressed the popular education, then select abstracts for later analysis. In the data analysis phase, we based on the content analysis technique elucidated by Bardin (1977). During the analysis of content, search passed over three chronological divisions: the pre-analysis, exploration of the material and finally the processing of results and interpretation. Therefore, we use as the main sources of data collection, the bank of CAPES portal theses, which has master's and doctoral productions from all over Brazil, 2010 to the present day, in addition to reports PIBIC's keys ( 2012), Sousa (2013; 2014), Santos (2014) and the Working Kiss of Course (2013). The main theorists who subsidize this study were: Demo (1995), Bardin (1977), Rabbit (2002), Brandão (1981; 2006), Beisiegel (1982; 1986), Bezerra (2001), Garcia (1980), Porto and Lage (1995), Scocuglia (2000), Haddad (200), among others. Finally, research has shown in its results that the 155 productions found, 74% treated Popular Education as a secondary issue, and 26% as a primary theme. Furthermore, we observed that the productions that addressed the Popular Education were articulated 45 different themes. We also found that 100 productions, 62% were concentrated in the critical theoretical framework (Freire). Given this, we assess that the Popular Education presents itself in many forms, so there is no unequivocal meaning to study it and even understand it.