Análise de discurso crítica sobre/da educação popular na Fundação Fé e Alegria do Brasil – Filial Ceará.

Abstract

This research aims to critically analyze the discourse on Popular Education at the Fé e Alegria do Brasil Foundation – Ceará Branch, in order to identify and understand the concept of education proposed in the didactic-pedagogical material and its translation into the educational practices of the Foundation's employees. From Critical Discourse Analysis, using Fairclough's (2003) three-dimensional model, an important method of discursive analysis in the social sciences. Furthermore, it aims to understand the methodological processes mobilized in these practices. The research consists of a qualitative approach, therefore, bibliographic and documentary research will also be used, having the foundation's collection as a corpus to be analyzed. In order to do so, we will make use of the observation of educational practices as a means of producing important data for the comparison of the Foundation's educational proposal and its translation into the practices of its collaborators through the theoretical instruments of these educators. The theoretical basis of the research proposal will be through authors such as Ramalho and Resende (2011), Halliday (1991), Fairclough (2003), Freire (1987), Esclarin (2005), Paludo (2001); Streck (2006), Gyssels (2008), Castells (1999), Hall (2000), Neves (1996), Lakatos and Marconi (2010) and Triviños (1990). Finally, we were able to observe the direct influence and importance of aspects linked to the methodology of Popular Education in the educational practices of Fé e Alegria, in Vazantes, presenting the always conscious concern of causing social transformation in the spaces around the community.