Contributions from the Popular Education in

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• Contributions from the Popular Education in
• Latin America to the education and formation for
• lifelong learning in times of change
• Pedro Pontual

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• This presentation is a contribution from the
  practices of popular education in Latin America
  today to the reflection about tendencies and
  perspectives of the education and formation over
  life in scenarios of strong and complex changes
  all over the world.
• From this point of view, we think its important
  to strength the following points in an agenda of
  actions

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ACTIVE CITZENSHIP AND SOCIAL EQUALITY

• Building an active and transforming citizenship
  which has social equality (understood as the
  right to equal opportunities to resources for the
  integral and sustainable development) as its
  central axis.
• The equality implies equity and also the
  redistributive justice based on the collective
  solidarity.

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ACTIVE CITZENSHIP AND SOCIAL EQUALITY

• The people are incorporated as active subjects
  (in their individual and social dimensions) in
  the construction of social policies oriented by
  many principles among which we highlight the
  universality, the diversity and the solidarity.
• In deep unequal and non-equitative societies in
  which we live this means to strength the
  necessary inclusive dimension in educational
  practices, formal or informal.

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THE SOCIAL MOVEMENTSEmpowering for incidence in
educational policies

• The social movements are strategic collective
  actors for the distinct incidence practices in
  educational policies in both the dimension of
  equitative access and the dimension of quality
  and democratic management.
• For that, its necessary the expansion of
  formation programs for the several collective
  actors based in a participative and dialogical
  conception.

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DECENTE WORK

• Facing the complexity of the decent work issue in
  the 21st century and what kind of education and
  formation are necessary as responses to the new
  challenges.
• The educational experiences from the solidarity
  economy and family agriculture are some of the
  alternatives that have been developed in Latin
  America.

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INTERCULTURALITY

• Developing an intercultural pedagogy that gains
  growing importance in our context since the
  democratic processes made the emergence of a
  diversity of identities that constitute our
  societies possible.

• These identities were systematically excluded and
  discriminated by the dominating colonialism and
  authoritarism in the history of our continent.

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INTERCULTURALITY

• The recent debates in the constitutional
  processes in Bolivia and Ecuador about the rights
  of the original peoples or the debate in Brazil
  about the afro-Brazilians quotas for joining
  college challenges us about the necessity of a
  pedagogy of interculturality that makes possible
  a transforming sense to these actions.
• Also the intensity and complexity of the
  migration situations point to the same direction
  of guaranteeing educational rights to these
  peoples from the perspective of the
  interculturality.

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ENVIRONMENT AND SUSTAINABLE DEVELOPMENT

• Emphasizing the expansion of educational programs
  about the theme of the environment and
  sustainable development. The global climatic
  changes, the crisis of food and energy production
  are some of the facts that challenge us in the
  present moment.
• Also the theme of a revision of our patterns of
  individual and collective consumption demand
  strong and fast initiatives from the popular
  education in order to cause real changes in the
  perception and acts around these challenges by
  the social movements and citizens in daily life.

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THE NEW TECHNOLOGIES

• Make advances in the subject of communication and
  new technologies from the perspective of their
  strategic dimension for democratization of our
  societies and for the social inclusion.

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THE NEW TECHNOLOGIES

• The digital inclusion programs, the production of
  educational materials using multimedia resources,
  the alternative communication networks
  (educational and/or communitarian radios and
  TVs), the distance learning programs and the
  virtual learning communities are practices that
  should challenge us with their methodological,
  pedagogical and epistemological advances to make
  their use as human emancipation instruments and
  liberation action possible.

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Finalizing, this year we celebrate the 60 years
of the Universal Human Rights Declaration, and
its important to reaffirm education and
formation for lifelong learning as part of the
human economical, social, cultural and
environmental rights that should be articulated
with practices of Peace Culture that demand
educational actions founded on the principles of
human coexistence based on plurality with wide
respect to the differences and following
permanently the peaceful and democratic
resolution of conflicts.