Educação, revolução e experiência: a Cruzada Nacional de Alfabetização e a Revolução Sandinista (1980)
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2020-12-09
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Universidade Federal de Goiás
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The theme of this dissertation is about the great literacy campaign in Nicaragua called the National Literacy Crusade
undertaken by the sandinistas shortly after their seizure of power in the event that historically became known as the
Sandinista Revolution in 1979. In this sense, the objective of this study is think of education as a revolutionary project
in the specific case of this revolution. The bibliographic review points to Paulo Freire as the theoretical framework for
this literacy campaign. Thus, we intend to reflect on how the education process took place in the aforementioned
campaign, bearing in mind: 1) education as a political act, in the prepositions of the Brazilian thinker Paulo Freire - the
political dimension of this campaign, aiming to identify the objectives of the project of National Literacy Crusade
(1980) and consider some developments of this campaign for the Nicaraguan nation; 2) some founding concepts of
Paulo Freire - the author's considerations about experience and education, which run through the concepts of
knowledge of the experience made, dialogicity and humanist-liberating education. To this end, the sources of this
research are official documents from the Sandinista government and the Nicaraguan Ministry of Education,
periodicals of the main communication vehicles in Managua in the 1980s and interviews with literacy teachers who
participated in the campaign. The results of this research indicate that: 1) the literacy campaign was for the brigadiers
to continue the revolution, therefore, aligned with the revolutionary project and engaged with Sandinismo; 2) despite
the short space of time, they achieved expressive results that corroborated the policy of the Sandinista National
Liberation Front; 3) although Paulo Freire's system was not used exactly as it was thought in the Pedagogy of the
Oppressed, there were indications of freirian orientations played both in the elaboration and in the concretization of
the campaign by literacy brigades, such as the break with traditional education or “banking” and the existence of
dialogues between the “literacy teacher” (from the urban culture) and the student belonging to the rural culture in an
education engaged with the “ragged”.
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ÁZARA, T. A. Educação, revolução e experiência: a Cruzada Nacional de Alfabetização e a Revolução Sandinista (1980). 2020. 177 f. Dissertação (Mestrado em História) - Universidade Federal de Goiás, Goiânia, 2020.