Popular Education today

Transcrição

Reflecting on and articulating of the Brazilian
Experience in fostering solidarity economy and
political participation
P 155
Final Report
to the Commission for Development Studies (KEF)
at the Austrian Acadamy of Sciences
Dr. Ignaz Seipel Platz 2
A-1010 VIENNA, AUSTRIA
Vienna, August 2008
1 PROJECT DESCRIPTION ..............................................................................................4
1.1 DURATION .........................................................................................................................4
1.2 PROJECT MANAGEMENT ..................................................................................................4
1.3 COLLABORATORS IN AUSTRIA .........................................................................................4
1.4 COLLABORATORS IN BRAZIL ...........................................................................................5
1.5 CHANGES REGARDING COLLABORATORS ........................................................................6
2
PROJECT PROGRESS DUE TO WORKPLAN ...........................................................7
2.1
RESEARCH SEMINARS ON “KNOWLEDGE ECONOMY AND SOCIOSPATIAL
POLARISATION” .........................................................................................................................7
2.1.1 AIMS OF THE RESEARCH SEMINARS ................................................................................7
2.1.2 PROCESS AND RESULTS OF THE SEMINAR .......................................................................8
2.1.3 PROBLEMS ......................................................................................................................9
2.2 STUDY VISIT IN SÃO PAULO .............................................................................................9
2.2.1 AIMS .............................................................................................................................10
2.2.2 PROCESS AND RESULTS .................................................................................................10
2.3 STUDY VISITS IN ASSENTAMENTOS AND ACAMPAMENTOS............................................10
2.3.1 AIMS .............................................................................................................................11
2.4 PUBLIC SEMINAR “A INTERAÇÃO ENTRE SOCIEDADE DO CONHECIMENTO E
POLARIZAÇÃO SOCIOESPACIAL PARA FORTALECIMENTO DA CIDADANIA” ...........................12
2.4.1 AIMS OF THE SEMINAR ..................................................................................................12
2.5 PUBLIC WORKSHOP “ÖKONOMISCHE ALPHABETISIERUNG”.......................................14
2.5.1 AIM OF THE WORKSHOP ................................................................................................14
2.6 EXPERT SEMINAR “POPULAR EDUCATION TODAY”......................................................15
2.6.1 AIMS OF THE SEMINAR ..................................................................................................15
2.6.2 PROCESS AND RESULTS.................................................................................................15
2.7 BRNO: TRANS-BORDER-LAB ..........................................................................................16
2.7.1 AIMS .............................................................................................................................16
2.7.3 PROBLEMS ....................................................................................................................17
2.8 STUDY VISIT IN SÃO CARLOS .........................................................................................18
2.8.1 AIMS .............................................................................................................................18
2.8.3 PROBLEMS ....................................................................................................................19
2.9 PUBLIC DISCUSSION “UNIVERSIDADE – SOCIEDADE”...................................................20
2.9.1 AIMS .............................................................................................................................20
2.9.3 PROBLEMS ....................................................................................................................21
2.10 FINAL SEMINAR ............................................................................................................22
2.10.1 AIMS ...........................................................................................................................22
2.10.2 PROCESS AND RESULTS ...............................................................................................22
2.10.3 PROBLEMS ..................................................................................................................23
3 IMPACTS AND OUTCOMES .......................................................................................24
3.1 ACHIEVED AIMS AND RESULTS .......................................................................................24
3.2 RELEVANCE OF RESULTS ................................................................................................24
3.2.1 SCIENTIFIC QUALITY AND VALUE ..................................................................................24
2
3.2.2 RELEVANCE FOR DEVELOPMENT ...................................................................................25
3.2.3 SUSTAINABILITY ...........................................................................................................27
3.3 INDICATORS FOR PROJECT SUCCESS ..............................................................................28
3.4 PROJECT SPECIFIC PUBLICATIONS AND POTENTIAL FOLLOW UP PROJECTS.................29
3.5 STATUS OF PARTNER (ORGANISATION) AND SCOPE FOR FOLLOW UP ...........................30
4 ANNEXES ........................................................................................................................31
4.1 RESEARCH PROGRAMME VIENNA – OVERVIEW ............................................................32
4.2 SEMINAR PROGRAMM UFPE .........................................................................................34
4.3 SEMINÁRIO “A INTERAÇÃO ENTRE SOCIEDADE DO CONHECIMENTO E POLARIZAÇÃO
SOCIOESPACIAL PARA FORTALECIMENTO DA CIDADANIA”, JUNE 6TH, 2007.........................40
4.4 PROGRAMM OF THE SEMINARY IN RECIFE, JUNE 2007.................................................42
4.5 LIST OF PARTICIPANTS – SEMINARY JUNE 2007, RECIFE .............................................43
4.6 WORKSHOP "POPULAR EDUCATION TODAY", FR., SEPT. 13TH. 2007, VIENNA .........47
4.7 LIST OF PARTICIPANTS – SEMINARY, VIENNA, SEPT. 2007 ...........................................49
4.8 ZWEI WISSENSFORMEN FÜR ZWEI GETRENNTE WELTEN .............................................50
4.9 OUTLINE: TRANSBORDER LABORATORY FOR COOPERATION FROM BELOW. BRNO,
SEPTEMBER 14-16, 2007..........................................................................................................52
4.10 OUTLINE: SEMINÁRIO FINAL “CONHECIMENTO E EDUCAÇÃO POPULAR: DIÁLOGOS
ENTRE SABERES E EXPERIÊNCIAS”, MARCH 2008, RECIFE .....................................................56
4.11 ARTIKEL ZUM KEF-PROJEKT AUF WWW.PAULOFREIREZENTRUM.AT ......................60
4.11.1 DAS EXPERIMENT ALS LEITMOTIV ..............................................................................60
4.11.2 BILDUNG IN DER WISSENSGESELLSCHAFT ..................................................................60
4.11.3 "GEMEINSAME TRÄUME FÜHREN ZUR REALISIERUNG": DIALOGE ZWISCHEN WISSEN
UND ERFAHRUNG ......................................................................................................................61
4.11.4 ÖKOLOGISCHER ANBAU IM LAND DES ZUCKERROHRS ................................................61
4.11.5 MADEIRARTE – FRAUEN SPEZIALISIEREN SICH AUF HOLZ ...........................................61
4.11.6 COOPERLIMP – EIN BAIRRO PUTZT SICH HERAUS ....................................................61
4.11.7 AKADEMISCHES WISSEN FÜR ALLE .............................................................................62
4.11.8 BESETZTES LAND........................................................................................................62
4.11.9 ALPHABETISIERUNG AM RANDE DER PERIPHERIE .......................................................62
4.11.10 EDUCAÇÃO POPULAR HOJE – REFLEXION BRASILIANISCHER ERFAHRUNGEN ............62
3
1 PROJECT DESCRIPTION
1.1 Duration
March 2007 – April 2008
1.2 Project Management
Ao.Univ.Prof.Doz. Andreas Novy
ÖFSE - Paulo Freire Zentrum
Berggase 7
1090 Wien
Tel: 01 - 317 40 17
Fax: 01 - 317 40 15
[email protected]
[email protected]
[email protected]
1.3 Collaborators in Austria
Wirtschaftsuniversität Wien
Institut für Regional- und Umweltwirtschaft
Nordbergstraße 15/Kern B/4. Stock
1090 Wien
Tel: 01-313 36-4777 oder 01-313 36-4848
Fax: 01-313 36 705 oder 01-313 36 709
[email protected]
www.wu-wien.ac.at/ruw/
4
1.4 Collaborators in Brazil
Collaborator 1
Ana Cristina Fernandes
Av. Acad. Hélio Ramos s/n
CFCH 6o. andar Depto. Geografia
Cidade Universitária
Recife, PE 50740-520
Brasil
Collaborator 2
Sueli Costa Dantas
Kolping São Francisco Guaianazes
Rua Antônio Tadeu, 59
Gauianazes - São Paulo
Brasil
Collaborator 3
Ioshiaqui Shimbo
Ana Lucia Cortegoso
INCOOP - UFSCar
Incubadora Regional de Cooperativas Populares
Universidade Federal de São Carlos
Rod. Washington Luiz, Km 235
Caixa Postal 676
CEP 13565-905 - São Carlos - SP
Brasil
5
1.5 Changes regarding collaborators
Unfortunately Silvia Telles, our collaborator in São Paulo, suffers from osteoporosis.
During the preparation process her illness got worse, therefore Mrs. Telles was not
able to work on the project any more. Sueli Costas Dantas was highly engaged, but
due to the lack of academical structures she wasnt´t able to realize the organisation
of the originally planned workshop. Therefore this workshop was replaced by the
workshop „UNIVERSIDADE – SOCIEDADE” which took place in Sao Carlos.
Ioshiaqui Shimbo and Ana Lucia Cortegoso, the coordinators of the Incubadora of
the University of Sao Carlos, were gained as new collaborators.
Also due to an illness Carlos Winckler wasn´t able to fulfill his obligation to organize
a workshop in Caxias du Sul. Therefore it was necessary to change the original
project plans. The third workshop finally took place in Recife with the collaboration of
Ana Cristina Fernandes. At least Carlos Winckler could participate as speaker at the
two workshops in Sao Carlos and Recife.
6
2 PROJECT PROGRESS DUE TO WORKPLAN
2.1 Research Seminars on “Knowledge economy and sociospatial
polarisation”
Type:
Research Seminar
Title:
Wissensökonomie u. sozialräumliche Polarisierung in Wien und
Recife
Date:
01.03.2008 - 30.06.2008
Place:
Vienna University of Economics and Business Administration
Seminar leader:
ao.Univ.Prof. Dr. Andreas Novy
Assistance:
Magª. Michaela Hauer
Type:
Research Seminar
Title:
Knowledge economy and sociospatial polarisation in Recife and
Vienna
Date:
19.03.2007 – 10.07.2007
Place:
Universidade Federal de Pernambuco
Seminar leader:
Profª. Ana Cristina de Almeida Fernandes
Assistance:
Magª. Pia Lichtblau
2.1.1
Aims of the Research Seminars
The main aim of the seminar was to indentify “bridges” in topics and aspects which
seem to have nothing in common and to question and investigate them: namely the
relation between knowledge economy and socio-spatial polarisation. A dialogue, joint
discussions and virtual communication between Brazilian and Austrian students have
taken place. Students have learned thinking in a coherent way using dialectical
concepts and avoiding a mechanistic and dualistic way of thinking. The first point
should be trained on the one hand in thinking about a connection between
knowledge economy and sociaspatial polarisation and on the other hand in the effort
of comparing Vienna and Recife. Relating two apparently separated topics, as well
as geographically separated cities is an endeavour of bridge-building in different
aspects. Bridge-building signifies overcoming simple forms of thinking in dualism.
Reflection and discussions to the concepts “economic – social”, “rich – poor”, “centre
7
– periphery”, “freedom – equalitiy”, “efficiency – justice” and “competitiveness –
inclusion” were part of the course. While the seminar in Vienna was held in German
and English, the Brazilian seminar was held in Portuguese and English. The results
of the research seminar were documented by the students in seminar papers written
in English.
2.1.2 Process and Results of the Seminar
In Vienna as well as in Recife the seminar was introduced by the joint discussion of
articles. Each group of students (max. 4 persons) had to give a short overview about
one or two texts to initiate the discussion. Afterwards students had to summarise the
outcomes of these discussions in short articles and post them in the weblog created
for seminar participants: http://viennarecife.twoday.net/.
In Vienna 14 students took part in the seminar. 4 research groups (3-4 students
each) were formed at the beginning of the course. Additionally to the literature
overview each group had to accomplish an independent field research related to the
following topics:
1. Knowledge economy in Vienna
2. Social Polarisation in Vienna
3. Alternatives for socioeconomic development in Vienna
4. Sociospatial polarisation in Vienna
Finally, the field research of the students was presented and discussed. The
presentation of their results of the dialogues and interviews in the institutions (the
groups were rationed to investigate governmental, non-governmental and alternative
institutions concerning knowledge and education) were inspiring. After giving an
overview of the main tasks of the organisation/institution and its role in education the
students presented their interview results and talked about difficulties and positive
experiences concerning the interview situations and the dialogues with the
conversational partners. One main aspect was to find out the attitude of the interview
partner representing its particular organisation towards learning, education and
knowledge economy. To find out its perception of learning and knowledge as cause
of socioeconomic polarisation was also important. It came out that it is quite common
in most of the organisations, especially governmental organisations, to reduce reality
to certain aspects, namely to THEIR aspects. The ones dealing with economically
8
useful knowledge, high tech and innovation care just about these aspects and those
dealing with social aspects and injustice stay in their field as well.
In Recife 8 students – mainly from the masters programme of geography participated in the seminar and 2 research groups were formed. The main focus was
on identifying indicators for sociospacial polarisation and knowledge economy and
the relation between these aspects. In a second step the students analysed the
situation of Recife regarding sociospatial polarisation and compared Recife and
Vienna respectively Brasil and Austria regarding indicators of knowledge economy. It
turned out that socio-spatial polarisation in Recife is clearly defined; and that Vienna
/ Austria is far better off regarding indicators of knowledge economy than Brazil, as
one could have expected. A final activity included interviews with representatives
from the local government and the local industry sector. The results of the university
seminar were presented by the students at the seminar “A interação entre sociedade
do conhecimento e polarização socioespacial para fortalecimento da cidadania” in
Recife and are also the subject of two papers produced by the students.
2.1.3 Problems
During the duration of the seminar (one semester) the students of both countries
were fostered to communicate with each other via mail, skype, weblog
(http://viennarecife.twoday.net/). Unfortunately this opportunity for intercultural
communication and exchange was not accepted by the students. On the one hand
this was based on a linguistic problem and therefore a principal shyness to
communicate in a foreign language, i.e. English, on the other hand the complexity of
the message “building bridges between different worlds” was understood by the
students only at the end of the course. Due to these problems and the complexity of
the topic we decided that the students didn’t have to include transatlantic
comparisons in their research papers. However, they should read the contributions
of their colleagues and compared the results with them.
Annexes:
Annex – Research program Vienna, WU
Annex – Seminar Program UFPE, Recife
2.2 Study Visit in São Paulo
Type:
Study Visit
9
Title:
Comunidade Kolping São Francisco de Guaianazes
Date:
20.03.2007
Place:
Guaianazes, São Paulo
Visitor:
2.2.1 Aims
The Comunidade Kolping São Francisco de Guaianazes is an educational center in
Guaianazes, at the periphery of São Paulo which runs different education projects.
Pia Lichtblau visited the Comunidade to research about methodology and impacts of
alphabetization courses.
2.2.2 Process and results
The alphabetization program “Saber mais” (Knowing more) organises
alphabetization courses for the inhabitants of Guaianazes. Pia Lichtblau visited the
educational centre and three courses, which are held in different rooms near the
living space of the participants.
“Saber mais” has about 450 groups with more than 11.000 participants. The groups
are self organised, classes are hold by “educadoras populares” (“popular teachers”),
not by professional teachers. The Comunidade Kolping supports these educadoras
populares with teaching material, courses for teachers etc. and does the
coordination of the whole project.
As the groups are self organised already the founding of a new group by its
members has to be seen as emancipatory act. Therefore one strategy of NGOs in
the field of emancipatory education should be to foster these emancipatory
processes by creating a positive public opinion regarding social problems.
An article outlining the findings of the study visit has been published on the Website
of the Paulo Freire Zentrum / Vienna (in German):
http://www.paulofreirezentrum.at/index.php?Art_ID=496
2.3 Study visits in Assentamentos and Acampamentos
Type:
Study Visit
Title:
Assentamentos and Acampamentos in Pernambuco
10
Date:
April 2007
Place:
Pernambuco
Visitor:
2.3.1 Aims
The study visits aimed in researching the role of education in the broadest sense in
the process of land occupations, forming communities etc.
Together with staff members of the Commissão Pastoral da Terra (CPT) Pia
Lichtblau visited two Assentamentos (settlement of land occupants) and one
Acampamento (camps of land occupants) in the surrounding of Recife /
Pernambuco. She accompanied the CPT staff in their regular work, observed the
assemblies of the occupants, spoke to occupants and discussed her impressions
afterwards with the CPT staff.
The most important problem that was mentioned by different occupants is the
challenge for former homeless persons to learn to trust others, to form a community
with others and to cooperate in a constructive way. Therefore not only factual
knowledge has to be transferred to the occupants, but not less important is a kind of
coaching and mentoring to develop group dynamics.
An article outlining the findings of the study visit has been published on the Website
of the Paulo Freire Zentrum / Vienna (in german):
http://www.paulofreirezentrum.at/index.php?Art_ID=516
11
2.4 Public Seminar “A interação entre sociedade do conhecimento
e polarização socioespacial para fortalecimento da cidadania”
Type:
Public Seminar
Title:
A interação entre sociedade do conhecimento e polarização
socioespacial para fortalecimento da cidadania
Date:
29.06.2007
Place:
Universidade Federal de Pernambuco
Seminar leaders: Profª. Ana Cristina de Almeida Fernandes
Prof. Ana Cristina Fernandes and Pia Lichtblau organized a seminar with the title „A
interação entre sociedade do conhecimento e polarização socioespacial para
fortalecimento da cidadania“. The seminar took place on 29th of June, 2007, at the
Universidade Federal de Pernambuco (see folder and poster) with the participation
of more than 70 persons, including official representatives of the Prefeitura, the
Universidade Federal de Pernambuco and the Universidade Rural de Pernambuco
as well as a number of students of different disciplines and representatives of NGOs
and social movements (see list of participants).
2.4.1 Aims of the seminar
a. to show interdependencies between sociospatial polarisation and neoliberal
educational politics of the so called „Knowledge Society“
b. to discuss how educação popular as a means and universities as institutions
can contribute to reduce these inequalities
c. to initiate a dialogue between policy makers, teachers and researchers to
confront ideas and visions and to deepen mutual understanding
Ad a.: The Students who completed the Seminar “Knowledge economy and
sociospatial polarisation in Recife and Vienna” presented the outcomes of the
research groups.
Ad b.: One possibility to reach this goal are „Incubadoras“ – already set up at
12
different public brazilian universities. These are institutions which function as an
interface between university and society via doing research together with rural
communities, NGOs, social movements etc. Profa. Ana Dubeux, the general
coordinator of INCUBACOOP (incubadora at the Universidade Rural) described the
experiences with rural communities and urban cooperatives.
Ad c.: At the end of the seminar several representatives of the UFPE expressed their
willingness to set up an incubadora at the UFPE in cooperation with Profa Ana
Dubeux, who offered the assistance of INCUBACOOP. For this purpose three
meetings have already taken place to discuss the process of creating and
developing together the set up of a new “Incubadora”, the philosophy of work,
possibilities and resources (financial and human) and support of diverse institutions
of the ministry of labour and others. Futhermore already a draft proposal has been
sent to PROGRAMA NACIONAL DE INCUBADORAS DE COOPERATIVAS
POPULARES – PRONINC to apply for grants and assistance.
Annexes:
- Outline of the seminary
- Program
- List of participants
13
2.5 Public Workshop “Ökonomische Alphabetisierung”
Type:
Public Workshop
Title:
Ökonomische Alphabetisierung (Economical Alphabetisation)
Date:
12.07.2007
Place:
Attac Sommerakademie, Schwaz / Tirol
Seminar leaders: Magª. Pia Lichtblau
2.5.1 Aim of the workshop
The workshop was targeted on persons who are working actively in (adult) education
or are working about it on a theoretical level. The aim was to discuss what
emancipatory education could be and how it could be implemented into the own
education work.
About 20 participants took part in the workshop – teachers, students, adult educators
and university professors. In the first step the ideas, principles and methods of Paulo
Freire were discussed, while in the second part of the workshop working groups of 4
to 5 persons discussed the relevance of Freire for educational work in different
settings.
In the plenary discussion at the end of the workshop it turned out, that implementing
Freires ideas needs to change the way of thinking about education. Some strategies
to do this for example in youth education projects which aim on drug and crime
prevention were developed.
14
2.6 Expert Seminar “Popular Education today”
Type:
Expert Seminar
Title:
Date:
13.09.2007
Place:
Paulo Freire Zentrum, Vienna
Seminar leaders: ao.Univ.Prof. Andreas Novy
2.6.1 Aims of the Seminar
The seminar aimed on discussing the question how academic knowledge and critics
of ideology can be connected with practical knowledge.
2.6.2 Process and Results
Andreas Novy, scientific director of the Paulo Freire Zentrum, opened up the
workshop with the following core questions:
− What can Austrian educators learn from Brazilian experiences?
− How can academic knowledge become relevant?
− Relationship of vocational training and political/ideological education?
− How can learning contribute to participatory economic agency?
− How can emancipatory education take place in the context of an authoritarian
organisational setting (within school, state and firm)?
Andreas Novy, Ana Cristina Fernandes, Michaela Hauer and Pia Lichtblau presented
the project “Popular education today”; afterwards the participants, members of
different universities, social movements and organisations acting in the field of
popular education from different European Countries, Brazil and Australia,
commented the experiences discussing the core questions. Stijn Osterlink, from
Leuven university (Belgium) commented the morning presentation, emphasising the
importance of linking local initiatives (eg. ecological movements) to broader
15
transformative agency (changing structures). Ken Arthur from Wales emphasised the
importance of knowledge exchange and knowledge sharing as prerequisites for
democratic economic agency. His experiences from cooperatives in Wales gave
practical examples of solidarity economy in Europe. Diana Maccallum, from
Newcastle, described her experiences with popular education with aboriginal
populations in Australia. She stressed the difficulty of consciousness-raising with
marginalised groups and the need of integral approaches to development.
The seminar united a broad variety of researchers, all of them also involved in
practical experiences of solidarity economy or popular education. The seminar,
which took place before the Brno transborder seminar, allowed a unique exchange of
experiences. It has been documented on
http://www.pfz.at/index.php?Art_ID=536
Annexes:
- Outline of the seminary
- List of Participants
- report
2.7 Brno: Trans-Border-Lab
Type:
Transdisciplinary Workshop
Title:
Transborder Laboratory for Cooperation from Below
Date:
14.-16.09.2007
Place:
Brno
Seminar leaders: ao.Univ.Prof. Andreas Novy, ao.Univ.Prof. Joachim Becker
2.7.1 Aims
The Economic and Society Trust, Paulo Freire Centre, IPE, and the EU Research
Projects Demologos and Kartarsis invited critical social researchers and grassroots
activists to an experimental transborder laboratory looking at cooperation from
below.
16
Participants from Australia, Austria, Belgium, Brazil, the Czech Republic Hungary,
Slovakia, Slovenia, and the UK met at the seminar which was held in Brno from
September 14-16, 2007. Split into five parts, the seminar covered many different
angles and aspects of cooperation from below, beginning with a look at elitist normmaking in institutions and ending with a look at the work of NGOs.
•
Norm making in the EU and WTO
•
EU constitutional treaty and the promotion of the knowledge economy (Lisbon
treaty)
•
Economic development
•
Borders and transborder cooperation
•
Human rights
What became clear during the laboratory was the fact that social movements need to
readdress the ways in which they think and not to shy away from challenging the
status quo. What made this seminar particularly interesting was not only the broad
range of topics covered over the three days, but also the varied backgrounds of the
participants. This variety generated some productive discussions and a true
transcontinental sharing of knowledge, with some of the central arguments of the
contributions being challenged. The fact that many of the contributions from the
experts looked at current issues, such as the reform treaty and knowledge economy,
made the seminar remarkable.
2.7.3 Problems
The workshop was transdisciplinary, aiming at a twofold dialogue between
researchers and practitioners. The exchange between experiences was indeed very
rich. However, it was difficult to cover all aspects. Furthermore, the setting privileged
researchers.
Annexes
-
Outline of the seminar
Further information: http://www.ipe.or.at/
17
2.8 Study Visit in São Carlos
Type:
Study Visit
Title:
Incubadoras at Universities in Brazil – São Carlos cited as an
example
Date:
18. – 26.09.2007
Place:
São Carlos, Estado de São Paulo
Visitors:
Magª. Pia Lichtblau, Magª. Michaela Hauer
The Incubadora of São Carlos started working with grupos populares around 10
years ago and therefore has long-lasting experiences in popular education for
cooperatives in solidarity economy.
2.8.1 Aims
a. to focus on practical experiences concerning emancipatory education and
Brazilian concepts of popular education today
b. to focus on theoretical concepts and practical experiences in the field of
solidarity economy and solidarity cooperatives
c. to learn about the Brazilian model of Incubadoras at different universities with
an emphasis on INCOOP/ São Carlos
d. to foster an exchange of Austrian and Brazilian examples of use, experiences,
concepts and methods in the field of popular education, adult education and
emancipatory education
e. to initiate a cooperation between the Paulo Freie Zentrum in Vienna and the
Vienna University of Economics and Business Administration (e.g. scientific
exchange, exchange in practical experiences, provide contacts for students,
research programs and future joint and oversea study courses etc.)
Pia Lichtblau and Michaela Hauer visited the Incubadora Regional de Cooperativas
Populares da Universidade Federal de São Carlos (INCOOP-UFSCar) for nine days.
They met the coordinators of INCOOP Ioshiaqui Shimbo and Ana Lucia Cortegoso to
initiate contacts and a cooperation with the Paulo Freire Zentrum in Vienna and the
18
Vienna University of Economics and Business Administration. Pia Lichtblau and
Michaela Hauer took part in several internal meetings of the Incubadora to get to
know the staff, the people working in different sub-groups of the Incubadora and to
learn about the functioning, the methods and the aims of the Brazilian colleagues.
Furthermore they visited some Cooperatives and work groups based on the
principles of solidarity economy, founded and assisted by INCOOP. They met groups
of people working in these cooperatives at their workplaces and in their communities
and districts. Informal interviews, participating observation, open dialogues and
discussions (e.g. about differences concerning Brazil-Austria, education systems,
poverty here and there etc.) were part of the stay in São Carlos. Besides Pia
Lichtblau and Michaela Hauer prepared together with the coordinator Ana Lucia
Cortegoso and staff members of INCOOP, based on common experiences and
discussions, the Public Discussion “Universidade – Sociedade”, which took place in
October 2007.
Prof. Ioshiaqui Shimbo fostered contacts to the coordinators of other Incubadoras
and initialized short study visits at the Incubadora Tecnológica de Cooperativas
Populares da Universidade de São Paulo (ITCP-USP), the Incubadora Tecnológica
de Cooperativas Populares do Centro Universitário Fundação Santo André
(ITCP/CUFSA) and the
Incubadora Tecnológica de Cooperativas Populares da Universidade Federal Rural
de Pernambuco (INCUBACOOP-UFRPE). Pia Lichtblau and Michaela Hauer spent
respectively one day at ITCP/CUFSA and INCUBACOOP-UFRPE. Michaela Hauer
spent several days in Recife and visited the staff and different solidarity cooperatives
of INCUBACOOP-UFRPE. The different experiences made in different Incubadoras
and the discussions arised out of these visits increased the mutual understanding of
Brazilian and Austrian colleagues, enhanced their contacts and deepened the
knowledge and understanding of modern ways of popular education, inclusion
through emancipatory (adult) education and solidarity economy.
2.8.3 Problems
•
The visitors didn’t have enough time to capture the complexity of the topics
and to review the sustainability of some concepts and methods of the
Incubadora.
•
Linguistic problems at the beginning
19
2.9 Public Discussion “Universidade – Sociedade”
Type:
Public Discussion
Title:
Universidade – Sociedade
Date:
31.10.2007
Place:
Universidade Federal de São Carlos
Discussants:
Michaela Hauer, Paulo Freire Zentrum Wien
Pia Lichtblau, Paulo Freire Zentrum Wien
Carlos Roberto Winckler, Universidade Federal de Caxias do Sul
(UCS)
Ana Lucia Cortegoso, Universidade Federal de Sao Carlos
(UFSCar)
Ana Emilia Castro, Universidade Federal de Pernambuco (UFPE)
Sílvia Leser, Universidade de São Paulo, Representative of the
ITCP-network of incubadoras
Representatives of the cooperatives Maria Fuxico, RecriArte und
Cooperlimp
2.9.1 Aims
a. to invite local experts, activists, representatives of solidarity cooperatives and
grupos populares mobilised during research, as well as researchers and
special guests from other Brazilian regions.
b. to show interdependencies between society and university, society and
knowledge society, emancipatory/ popular education and inclusion
c. to discuss how educação popular as a means and universities as institutions
can contribute to reduce inequalities and poverty
d. to picture the model of Incubadoras installed at different Brazilian universities
and describe their experiences
e. to foster a dialogue between experts of different Brazilian regions and Austria
f. to initiate future contacts
20
The meeting was well accepted. Approximately 60 to 70 participants, among
them students of the UFSCar, representatives of different cooperatives and of the
Prefeitura of São Carlos took part in the public discussion. Local experts, university
professors of other Brazilian universities and regions and activists gave lectures
concerning popular education, solidarity economy, exclusion and inclusion through
education and possible “bridges” between society and university. Remarkable
contributions (dealing with their experience concerning the cooperation with the
Incubadora, knowledge transfer and their work in a solidarity cooperative) were
delivered by representatives of Grupos populares. An active discussion between
participants and experts on the podium arose. In particular differences and parallels
between Brazil and Austria were of interest.
Furthermore the crosslinking between university staff of the UFPE (Recife) and
UFSCar (São Carlos) could be improved. A new Incubadora should be installed at
the UFPE with the help and support of INCOOP/UFSCar.
Future contacts, exchange of experience and scientific cooperation between Austria
and different Brazilian Universities (particularly UFPE and UFSCar) could be
established and strengthened.
2.9.3 Problems
The second seminar was originally planned to take place in Sao Paulo, due to
health problems of our collaborator Silvia Telles and the lack of academic structure
of Sueli Costa Dantas we had to look for other collaborators. Therefore we held the
second workshop not in Sao Paulo but in Sao Carlos, in cooperation with Ioshiaqui
Shimbo and Ana Lucia Cortegoso from the Incubadora Regional de Cooperativas
Populares of the Universidade de Sao Carlos.
Annex: Short report in German language.
21
2.10 Final Seminar
Type:
Conference
Title:
“Conhecimento e educação popular: diálogos entre saberes e
experiências”
Date:
march, 2008
Place:
Recife
Seminar leaders: Ana Cristina Fernandes (UFPE/Geografia), Ana Emilia Castro
(UFPE/Design), Jonatas Ferreira (UFPE/Sociologia); Students:
Priscila Vasconcelos e Saulo Barros da Costa, Andreas Novy
(WU-Wien).
2.10.1 Aims
Its aims were to gather people from different origins (academic and from social
movements) to discuss the extent to which and how popular education is a concrete
reference for them to build political autonomy and a more equal society, making use
of mechanisms of knowledge democratisation and new technologies that have been
made available only for few, higher income social groups. The seminar focused on
young people experiences, both from urban and rural areas.
The conference was a one day activity held at an university venue to which
attended many students from various disciplines, both graduate and undergraduate,
some faculty and the social groups that have been invited especially for this
occasion (see programme). It was organised in 4 sessions, one of which mainly
conceptual, and a final one focused on results and follow-ups. It also included an
open fair with artisans from a cooperative supported by Prof. Ana Emilia Castro so
that the academic public could get acquainted with their experience and products as
a result of an emancipatory methodology applied by Prof. Castro and her design
students.
Results include a public that summed around 100 people and many students
interested in joining the activities in the Design and Communications Departments
within UFPE which already promote connections between the academic and social
22
groups. Another result is an extension project prepared after the seminar by students
in the Geography Department focused on young rural people’s self image and
expectations in a rural community in Pernambuco, called Ibimirim. The project,
already approved by the University’s Extension Programme, involve a Nongovernment Organisation called SERTA (Serviços de Tecnologia Alternativa) that
promotes professional education for rural youngsters based on Freirian concepts of
political emancipation.
2.10.3 Problems
The second seminar was originally planned to take place in Sao Paulo, due to
health problems of our collaborator Silvia Telles and the lack of academic structure
of Sueli Costa Dantas we had to look for other collaborators. Therefore we held the
second workshop not in Sao Paulo but in Recife, in cooperation with Ana Cristina
Fernandes and Ana Emilia Castro.
Annex:
- Outline of the Seminary
- Program
23
3 IMPACTS AND OUTCOMES
3.1 Achieved aims and results
The overall goal was activating the „old“ knowledge of Paulo Freire`s popular
education for „new“ challenges (solidarian economy and political participation). This
can be regarded as achieved.
As results were planed and could be achieved:
- Scientific documentation of practical experiences of popular education in different
contexts in Brazil, through articles
- Reflection of scientific results and practical experiences, through transdisciplinary
seminars (3 in Brazil, 1 in Austria, 1 in Czech Republik).
Furthermore, we planed to realize a joint proposal for an international research
project. This result was replaced by the plans to built up an incubadora at UFPE,
3.2 Relevance of results
3.2.1 Scientific quality and value
Relevance for development cooperation policy and scientific issues of
sustainable development relevant to the respective partner country and/or region
(accordance to scientific priorities of partner country and/or region as defined in their
sector programmes): one important scientific contribution the project produced was
the discussion on ways of combining theoretical issues regarding popular educationled social and political emancipation with innovation and the knowledge economy as
two different approaches to development studies that can be made complementary
to each other and not opposed (regarding market and solidarity economies). In fact
the project just introduced the issue during both the Austrian and Brazilian seminars,
during the public seminars and during the discussions held between both research
teams, so that it is now understood that two different approaches do development
such as those (knowledge economy and social and political emancipation) expected
to be developed in the context of future joint work.
24
3.2.2 Relevance for development
Institutional and individual capacity development: During their study visit
Michaela Hauer and Pia Lichtblau had several discussions with the different
INCOOP project teams as well as one big discussion with the whole staff. This led to
a process of reflexion regarding the emancipatory power of their work. These
discussions of Freirean methodology can be seen as contribution to institutional as
well as individual capacity development.
Contributions to local networks and institutions were made through the
events in Recife and São Carlos as representatives of different institutions –
members of universities, local authorities, grupos populares, staff of NGOs etc. –
were brought together to discuss problems and possibilities of future cooperation.
Up scaling on a regional level in support of regional networking: Because
of the seminar in Recife contacts between representatives of two different
universities (Universidade Federal de Pernambuco, Universidade Federal Rural de
Pernambuco), local authorities, members of NGOs and members of grupos
populares have been initiated.
Establishing and strengthening of South-South-Networks: The invitation of
representatives from Recife to São Carlos and vice versa initiated contact between
the staff of INCOOP (São Carlos) and the involved persons from Recife. Parallel to
the organisation of incubadoras in the Rede Universitária de Incubadoras
Tecnológicas
de
Cooperativas
Populares
(http://www.cooperativismopopular.ufrj.br/redes_itcps.php, 24.6.2008) and the Rede
Unitrabalho this is an important contribution to the strengthening of South-SouthNetworks.
Establishing of South-North networks: Between the INCOOP São Carlos on
the one hand and the involved persons in Recife on the other hand has been
established contact on a regular basis to the Paulo Freire Zentrum and the University
of Economics and Business Administration in Vienna.
Demand oriented research according to needs defined by partner
countries: Research in the field of cooperativismo popular and educação popular is
seen important by Brazilian authorities – the incubadoras are financed through the
program PRONINC which was founded by the state secretary for solidarity economy.
Also the movement for solidarity economy has a strong interest in deepening the
25
understanding of the principles of solidarity economy within the population of Brazil
and around the world.
Observance of gender roles: All visited incubadoras as well as NGOs (CPT,
Communidade São Francisco) are working actively in eliminating traditional gender
roles. They foster women to participate actively in assemblies, to take responsibility
and leadership within grupos populares. There are a number of projects working only
with women, for example within the work of the CPT with the landless communities.
They aim at strengthening self-confidence of the women. Most of the projects are
working well, in the biggest cooperative visited by Michaela Hauer and Pia Lichtblau
(Cooperlimp in São Carlos, ca. 260 staff members) the management of the
cooperative is done only by women. Also the project Madeirarte (carpenter's
workshop near Sao Carlos) is driven only by women who reported on the
modification of gender roles through their work.
Contribution to poverty alleviation: Cooperatives with the principles of
solidarity economy establish a basis for living – people living in favelas, homeless
and landless people are enabled to gain their means of subsistence. Building up
cooperatives therefore is a strong means in fighting poverty in Brazil.
Development or strengthening of local training programmes and research
capacities: One aim of the project was to foster scientific exchange between
universities which have already established Incubadoras and the UFPE in Recife
which aims to build up a new Incubadora. Building up a new Incubadora makes it
necessary to develop on the one hand training programmes for the future
Incubadora-staff and on the other hand training programmes and seminars for local
people, so called grupos populares. Knowledge transfer (in accounting, marketing,
organisation, economics, legal aspects etc.), emancipatory education and seminars
in solidarity economy are part of these local training programmes. Reflection and
discussions to the concepts “economic – social”, “capitalism - solidarity economy”,
“centre – periphery” and “competitiveness – inclusion” are part of the training
programmes for the Incubadora-staff as well as for local people. Taking part in
solidarity economy signifies taking part in research activities to evaluate, improve
and advance the efforts and processes of the Incubadora and solidarity
cooperatives.
Linkage with existing activities of scientific cooperation: Building up an
Incubadora makes it necessary to take part in scientific cooperation within Brazilian
26
networks (e.g. Rede ITCPs and Rede Unitrabalho). It fosters also transcontinental
cooperation with existing movements of solidarity economy in Vienna, the Paulo
Freire Center and the Vienna University of Economics and Business Administration,
which takes part in several EU-research projects.
3.2.3 Sustainability
Exit strategy after project end: demonstrated sustainability at both ends
(Austria and partner country): In Recife, as mentined above, the project followed a
twofold perspective: an academic and a “practice” activity. Both were planned in
order to put people in contact with empirical and conceptual views of the same
subject named social development through popular education. The project helped
academics to exchange experience and envisage further ways of approaching their
conceptual issues in a more socially responseful manner and helped people from
social groups to see the University as one of their partners. In this way, the end of
the project does not pose a sustainability problem since the faculty envolved is
already engaged in various projects with their students and can exchange
experience and contribute to each other objectives.
Positive and negative effects of project (to be defined together in planning
phase): Positive effects of the project were the opportunity it offered the Brazilian
faculty in UFPE and UFSCar to join together, exchange experiences and envisage
new ways to develop their academic and social issues within Brazil and between
Brazil and Europe. A negative aspect is that there have been too few exchange
activities involving the seminar students, both concerning the experience of INCOOP
and other local experiences.
Local integration of research results in accordance with administrative
bodies: The Rector of the Federal University of Pernambuco and his Research ViceRector both attended the final seminar in Recife and supported the idea of getting
the university and social movements closer to each other. Furthermore, the deputy
secretary of Science and Technology from the City of Recife and his colleague from
the State of Ceará participated in the Conference and presented practical
contributions. The highlight, however, was the speech given by the National
Secretary
of
Solidarity
Economy,
Paul
Singer
(cf.
http://www.paulofreirezentrum.at/index.php?List_ID=62 ). The approval of the
27
extension project mentioned above can be seen as a result of this understanding,
which should be seen as an experience within a political position assumed more
recently by UFPE administration influenced by Paulo Freire’s ideas.
Demonstration of applicability of project outcome on a local and/or
regional level: The projects methodology is fully applicable in a local and regional
level, depending on financial support. We noticed that social groups both from urban
and rural areas are rather interested in benefiting from the knowledge accumulated
by the University whereas students and faculty aim at getting closer to concrete
productive and social development experiences.
The topic of the project – the link between knowledge and work for marginalised
populations - will remain a main topic of the Paulo Freire-Zentrum in the years to
come. Oficinas – workshops organised by the Paulo Freire Zentrum - in Linz in
cooperation with members from trade unions, social movements and chamber of
labour have already taken place. Their objective was to look for new ways of
organising work in Austria and world-wide. Insights from the KEF-project have
included.
There will be a Vienna Conference on Solidarian Economy in Feburary 2009, which
will count with the participation of the Paulo Freire Zentrum. Andreas Novy has
participated
on
a
podium
discussion
in
preparation
of
this
event
(http://www.pfz.at/index.php?Art_ID=673 ). Paulo Freire Zentrum is part of the inner
stakeholder network of Social Polis, an EU-Framework VII sponsored project on
Social Cohesion in the City. Insights from the projects will be mobilised for European
research on solidarity economy and popular education. Andreas Novy, Ana
Fernandes and Carlos Winckler will participate in the main conference in Vienna,
may 2009.
3.3 Indicators for project success
with regards to project aims and expected results
As this project was not aiming at specific quantitative results we can summarize that
project aims and expected results were achieved. The workshops that we planed in
the preparatory period were realized with some modifications mentioned earlier, the
28
publication appeared or are in the process of publication.
3.4 Project specific publications and potential follow up projects
A number of publications were realised during the project period, some are still in
progress of publication.
-
JEP 2/2007 - published
-
Schulheft – in process
-
Artikel auf Freire-Website - published
-
Mitbestimmung – in process
The follow-up projects were already mentioned in this report. They are:
-
Incubadora in Recife
-
Exchange program
A publication of the main speeches given at the joint seminar in March 2008 is being
prepared. Its title will be the title of the seminar “Sociedade do conhecimento,
polarização socioespacial e educação popular: diálogos entre saberes e
experiências para fortalecimento da cidadania”. It will consist in articles prepared by
the students during the joint seminar, and papers from Prof. Jonatas Ferreira, Prof.
Ana Emilia, Prof. Ana C. Fernandes and Prof. Andreas Novy. As a follow-up projects
there is an extension projecto called “Sertão de imagens e imagens do Sertão –
percebendo o semi-árido através da cinematografia/CINECLUBE GROTA DO
ANGICO” (Images from the Sertao (a region in the interior of Pernambuco called
aridity), aridity of images – the perceive the semi-arid region via cinematographic”,
together with Prof. Caio Maciel from the Geography department of UFPE.
29
3.5 Status of partner (organisation) and scope for follow up
The extension work produced during the project will be used in further scientific
undertakings and will help the students in their master theses. Furthermore, it will be
integrated in graduate courses on regional development. The intention is to create a
proper methodology to link experiences obtained during the project with geographic
analyses on topics of regional development and the knowledge economy. At the
same time, there are attempts at implementing a project on digital democratisation
which will include Prof. Jonatas Ferreira and his students from the sociology
department of UFPE. The results will be published on the homepage Pesquisa
Inovação, Democracia e Desenvolvimento – www.id.ufpe.br).
30
4 ANNEXES
31
4.1
Research programme Vienna – Overview
1
2
3
4
Group
Knowledge economy
Social Polarisation
Alternatives
Sociospatial Polarisation
Field
Knowledge economy in Vienna
Social Polarisation in Vienna
Alternatives for socioeconomic
development in Vienna
Sociospatial polarisation in
Vienna
Relevant
Theories
Theories of knowledge economy
Theories of social polarisation
Technology Transfer
Theories of labour market
segregation
Theories of alternative
theories of socioeconomic
development
Theories of sociospatial
polarisation
Innovation Policies
Theories of vocational training
and life-long learning
Members
Key
Institutions
Paulo Freire and popular
education
Theories of segregation and
gentrification
Theories of UDPs
1. Andrea Visotschnig
1. Lisa Pesendorfer
1. Michelle Raab
1. Elke Diewald
2. Katharina Stuefer
2. Elisabeth Solacher
2. Konrad Fäktenheuer
2. Valentin Berger
3. Nicole Brandstätter
3. Michaela Hornak
3. Dino Corell
3. Daniela Jannach
4. Fabian Zurmeyer
4. Vesna Ljuboja
g. Federal Ministry of
Economics
h. Federal Ministry for
Education
i. WWFF (Wiener
Wirtschaftsförderungsfonds)
j. Austrian Business Agency
(ABA)
Jelinek & Partner Consult (=
Wiener Trainerakademie)
k. AMS
l. WAFF
m. Federal Ministry of
Labour
n. BFI
o. WIFI
p. VHS
32
q. Caritas
r. Volkshilfe
s. FSW (Fonds soziales
Wien)
t. Socioeconomic
enterprises (third
sector and solidarian
economy)
u. Self help-initiatives of
unemployed
v. MA 18
(Stadtentwicklung)
w. Local Agenda 21
x. Gebietsbetreuung
(gentle urban
renewal)
y. Grätzelmanagement
z. Local planner and
bottom-up initiatives
Key questions
for all groups
1. Describe your institution and the field in which it acts? WHO, WHAT, WHY? (What kind of institution/ (governmental)
organisation/ NGO?, What are its main tasks? What is the target group of the organisation/ institution? For whom do they offer their
“programme”? Why?
* Which persons/institutions/organisations/firms use your offers? Why?
* What are their motives and expectations?
* What are your main indicators of success and failure?
2. What is the importance of learning and knowledge in your activity? (relevant types of learning and knowledge? Learning
what? Learning to know, learning to do, learning to be, learning to live together?)
* What is the definition of learning and knowledge used in your institution and your field?
* What are the links of learning and knowledge to the main activity of your organisation?
3. Bridge-building: How does your field relate to other fields? Other objectives and interests? What are possible links to
other fields? Possible forms of cooperation towards an integral understanding of socioeconomic development?)
* Is it possible to link different milieus, institutions and fields?
* Is a non-dualist approach towards development feasible? What would be prerequisites?
* Examples? Experiments?
Research
Programme
and Methods
•
•
•
•
•
•
•
Preparation: thinking about questions, analyzing the background of the institution/organisation (web page etc.)
Interviews with resource persons in key institutions
Analysis of documents, PR-material, websites
Analysis of the conversation and interviews. What did they say? What did they mean? – The Art of Interpretation!
Scientific literature of researched field
What is different in the literature compared to your results of field research, what is missing?
Proper reflection to the following concepts: economic and social, rich and poor, centre and periphery, freedom and equality,
efficiency and justice, competitiveness and inclusion.
33
4.2 Seminar Programm UFPE
UFPE
PPG Geografia
GE939 TEGH FERNANDES A. C.: Economia do conhecimento e
polarização sócio-espacial em Viena e Recife
(Projeto conjunto das Universidade Federal de Pernambuco
e Universidade de Viena/Prof. Andréas Novy)
Proposta
Este curso é um seminário conjunto de pesquisa focado no desenvolvimento de
conhecimento pelos alunos acerca da relação entre dois temas: a economia do
conhecimento e a polarização sócio-espacial, tomando-se como estudo de caso
duas grandes cidades, bem diferentes entre si – Recife e Viena.
O seminário será oferecido em português, em Recife, para os alunos da UFPE, e
em alemão, em Viena, para os alunos da Universidade de Viena, pelo Prof. Dr.
Andreas Novy.
Contribuições escritas serão em inglês (relatórios, seminar paper etc.), assim
como as discussões entre os alunos austríacos e brasileiros. Estas serão
realizadas por meio de recursos de comunicação pela Internet (MSN, Skype e
um web blog já disponível para os alunos). O endereço do blog é
http://viennarecife.twoday.net/.
Programa
Sessão Data
Conteúdo
1
19/03
Apresentação do curso: 4 grupos de pesquisa serão
formados, que terão de fazer duas apresentações acerca
de revisão de literatura e realizar pesquisa de campo:
Grupo A: A sócio-economia de Recife – panorama
estatístico e análise
Grupo B: Instituições e atores da economia do
conhecimento em Recife
Grupo C: Instituições e atores das políticas sociais e de
mercado de trabalho
Grupo D: Estudos de caso de iniciativas alternativas que
liguem políticas de inovação e políticas de mercado de
trabalho (treinamento vocacional, empresas
sociais/cooperativas, economia solidária)
2
26/03
Aula expositiva pela professora: panorama do debate em
torno da Economia do Conhecimento e da Polarização
Sócio-espacial
3
02/04
Economia do conhecimento em Recife – Polarização
sócio-espacial em Recife: apresentação da literature
principal pelos grupos A e B (sumários resumidos serão
enviados a Viena pelo web blog)
4
09/04
Teoria do desenvolvimento socioeconômico (Demologos):
34
apresentação pelos grupos C e D
5
16/04
Desenvolvimento socioeconômico comparativo: Recife e
Viena: diferenças e similaridades (reflexão do diálogo
transatlântico)
23/04
Não haverá aula
6
30/04
Teoria da economia do conhecimento – estudo de caso de
Recife (continuação): Apresentação pelos grupos A e C
7
07/05
Teoria da polarização socioespacial: estudo de caso de
Recife (continuação): Apresentação pelos grupos B e D
8
14/05
A relação entre economia do conhecimento e polarização
socioespacial: Recife e Viena: diferenças e similaridades
(reflexão do diálogo transatlântico)
21/05
Não haverá aula
9
28/05
A relação entre economia do conhecimento e polarização
socioespacial: Recife e Viena: diferenças e similaridades
(reflexão do diálogo transatlântico)
10
04/06
Apresentação do research paper: Grupos A e B
11
04/06
Comparando a economia do conhecimento e a polarização
socioespacial em Viena e Recife (diálogo transatlântico)
12
11/06
Apresentação do research paper: Grupos C e D
13
11/06
Discussão final entre os grupos de ambos os campos
teóricos (economia do conhecimento e a polarização
socioespacial)
14
18/06
Comparando a economia do conhecimento e a polarização
socioespacial em Viena e Recife (continuação e avaliação)
Metodologia
Seminários apresentados pelos alunos a partir de literatura apresentada pelos
professores.
Professores ajudarão os alunos a preparar e executar um projeto de pesquisa
por eles originalmente proposto.
Diálogo transatlântico.
Avaliação
Presença (não mais que 2 sessões podem ser perdidas)
Apresentação de seminários
Research paper
Trabalho de equipe.
[email protected]
[email protected]
Bibliografia
35
Group A1: Knowledge Economy in Recife
Tödtling, Franz/Trippl, Michaela (forthcoming): Knowledge links in high-technology
industries: markets, networks or milieu? The case of the Vienna
biotechnology cluster. In: International Journal Entrepreneurship and
Innovation Management.
Sicsú, A B 2004 Análise e tendências tecnológicas do núcleo do Pólo Médico do
Recife. In Lima, J P (org.) O Pólo Médico do Recife. Cadeia de valor,
desafios e oportunidades. Recife, Ed. Universitária UFPE, pp.247-271.
Trippl, Michaela/Tödtling, Franz (2006): From the ivory tower to the market place?
The changing role of knowledge organisations in spurring the development
of biotechnology clusters in Austria. In: SRE-Discussion 2006/07. Wien:
Institute for Regional Development and Environment. Vienna University of
Economics and Business Administration.
Trippl, Michaela/von Gabain, Joshua/Tödtling, Franz (2006): Policy agents as
catalysts of knowledge links in the biotechnology sector. Wien: Institute for
Regional Development and Environment. Vienna University of Economics
and Business Administration.
Group A2: Sociospatial Polarisation in Recife
Novy, Andreas/Redak, Vanessa/Jäger, Johannes/Hamedinger, Alexander (2001):
The End of Red Vienna: Recent Ruptures and Continuities in Urban
Governance. In: European Urban and Regional Studies 8 (2), 131-144.
Redak, Vanessa/Novy, Andreas/Becker, Joachim (2003). Modernizing or Polarizing
Vienna? In: Frank Moulaert/Arantxa Rodriguez/Erik Swyngedouw (eds.): The
Globalized City - Economic Restructuring and Social Polarisation in
European Cities. Oxford: Oxford University Press. 167-180.
Bitoun, J e Miranda, L 2004 Diferenciação socioocupacional na RMR.
Prefeitura do Recife 2006 Atlas do Desenvolvimento Humano do Recife. Ver texto
Recife: Desenvolvimento e Desigualdade (Tânia Bacelar de Araújo e
Tarcísio
P
Araújo).
In
http://www.pnud.org.br/publicacoes/atlas_recife/index.php
Group B1: Alternative Theories of Socioeconomic Development
Novy, Andreas/Lengauer, Lukas/Trippl, Michaela (2006): Thematic Synthesis Paper
6: Development. Demologos Discussion Paper.
Group B2: Alternative Theories of Socioeconomic Development
Freire, Paulo (1984): Pädogogik der Unterdrückten. Bildung als Praxis der Freiheit.
Reinbeck bei Hamburg: Rowohlt: Kap. 3.
Group C1: Theories of the Knowledge Economy
Audretsch, D B & Feldman, M P 1996 R&D spillovers and the geography of
innovation and production. In The American Economic Review; Jun; 86, 3;
pg. 630-640.
Bell, M. & Pavitt, K. 1993 Technological Accumulation and Industrial Growth:
contrasts between developed and developing countries. Industrial and
36
Corporate Change, 2 (2), pp. 157-210.
Cooke, P & Lorenzen, M 2004 Firms and places in the knowledge economy: the
scale question in Economic Geography. In Annals of the DRUID Summer
2004 Conference on Industrial Dynamics, Innovation and development,
Elsimore, Denmark. (http://www.druid.dk/uploads/tx_picturedb/ds20041400.pdf)
Cooke, P 2001 Regional innovation systems, clusters and the knowledge economy.
In Corporate and Industrial Change, 10: 945-973.
Dosi, G. (1988) Sources, procedures and microeconomic effects of innovation.
Journal of Economic Literature, v. 27, pp. 1126-1171.
Dosi, G.; Freeman, C.; Fabiani, S. (1994) The process of economic development:
introducing some stylised facts and theories on technologies, firms and
institutions. Industrial and Corporate Change, v. 3, n. 1.
Dosi, G.; Nelson, R. (1994) An introduction to evolutionary theories in economics.
Journal of Evolutionary Economics, v. 4, pp. 153-172.
Ellul, J 1964 The technological society. New York, Vintage Books.
Fagerberg, J. (1994) Technology and international differences in growth rates.
Journal of Economic Literature, v. 32, September.
Freeman, C. (1994) The economics of technical change: critical survey. Cambridge
Journal of Economics, v. 18, pp. 463-514.
Freeman, C. (1995) The "National System of Innovation" in historical perspective.
Cambridge Journal of Economics, v. 19, n. 1.
Freeman, C.; Soete, L. (1997) The economics of industrial innovation. London:
Pinter.
Freeman, Chris (2002): 8. The Learning Economy and International Inequality. In:
Daniele Archibugi/Bengt-Ake Lundvall (eds.): The Globalizing Learning
Economy. Oxford: Oxford University Press. 147-163.
Lundvall, Bengt-Ake (2002): Innovation Policy in the Globalizing Learning Economy.
The Globalizing Learning Economy. Oxford: Oxford University Press. 273310.
Lundvall, Bengt-Ake/Archibugi, Daniele (2002): Introduction: Europe and the
Learning Economy. The Globalizing Learning Economy. 1-19.
Hou, C; Gu, S. (1993) National Systems supporting technical advance in industry:
the case of Taiwan. In: Nelson, R. (ed). National innovation systems: a
comparative analysis. New York, Oxford: Oxford University, 1993, p. 76-114.
Kim, L. (1993) National system of industrial innovation: dynamics of capability
building in Korea. In: NELSON, R. (ed). National innovation systems: a
comparative analysis. New York, Oxford: Oxford University, 1993, p. 357383.
Klevorick, A.; Levin, R.; Nelson, R.; Winter, S (1995). On the sources and
significance of inter-industry differences in technological opportunities.
Research Policy, v. 24, p. 185-205.
Morgan, Kevin 2004 The exaggerated death of Geography: learning, proximity and
territorial innovation systems. In Journal of Economic Geography, Special
Issue on “Physical and Organisation Proximity in Territorial Innovation
Systems”.
Narin, F.; Hamilton, K. S.; Olivastro, D. (1997) The increasing linkage between U.S.
37
technology and public science. Research Policy, v. 26, n. 3, pp. 317-330.
National Science Foundation (1996). Science and Engineering Indicators.
Washington: National Science Foundation.
National Science Foundation (1998). Science and Engineering Indicators.
Washington: National Science Foundation.
Nelson, R. (ed.) (1993). National innovation systems: a comparative analysis. New
York, Oxford: Oxford University.
Nelson, R.; Winter, S. (1982) An evolutionary theory of economic change.
Cambridge, Mass; London: The Belknap Press of Harvard University Press.
Patel, P.; Pavitt, K. (1995) Patterns of technological activity: their measurement and
interpretation. In: Stoneman, P. (ed.) Handbook of the Economics of
Innovation and Technological Change. Oxford: Blackwell.
Pavitt, K. (1984) Sectoral patterns of technical change. Research Policy, n. 13, p.
343-373,1984.
Pavitt, K. (1991) What makes basic research economically useful? Research Policy,
v. 20, n.2, pp. 109-119.
Perez, C.; Soete, L. (1988) Catching up in technology: entry barriers and windows of
opportunity. In: Dosi, G.; Freeman, C.; Nelson, R.; et al. (eds). Technical
Change and Economic Theory. London: Pinter, p. 458-479.
Pinho, M, Côrtes, M, Fernandes, A C, 2002 A Fragilidade das Empresas de Base
Tecnológica em Economias Periféricas: uma interpretação baseada na
experiência brasileira. In Ensaios FEE, 01 (23): 135-162.
Putnam, Robert 1993 The prosperous community: social capital and public life. In
The American Prospect, 13: 35-42.
Rosenberg, N. (1990). Why do firms do basic research (with their money)?
Research Policy, v. 19: pp.165-174.
Schumpeter, J. (1911) A teoria do desenvolvimento econômico. São Paulo: Nova
Cultural, 1985.
Stoneman, P. (ed.) (1995) Handbook of the Economics of Innovation and
Technological Change. Oxford: Blackwell.
Soete, Luc (2002): The New Economy: A European Perspective. In: Daniele
Archibugi/Bengt-Ake Lundvall (eds.): The Globalizing Learning Economy:
Oxford University Press. 21-45.
United Nations (1998) World investment report. New York: United Nations.
Group C2: Theories of the Knowledge Economy
Moulaert, Frank/Sekia, Farid (2003): Territorial Innovation Models: A Critical Survey.
In: Regional Studies 37 (3), 289 - 302.
Moulaert, Frank/Nussbaumer, Jacques (2005): The social region - Beyond the
territorial dynamics of the Learning Economy. In: European Urban and
Regional Studies 12 (1), 45-64.
Group D1: Theories of sociospatial polarisation
Bridge, Gary/Watson, Sophie (2000). City Differences. In: Gary Bridge/Sophie
Watson (eds.): A Companion to the City. Oxford: Blackwell. 251 - 260.
38
Hamnett, Chris (2000). Gentrification, Postindustrialism, and Industrial and
Occupational Restructuring in Global Cities. In: Gary Bridge/Sophie Watson
(eds.): A Companion to the City. Oxford: Blackwell. 331 - 341.
Hamnett, Chris (2001). Social Segregation and Social Polarisation. In: Ronan
Paddison (ed.): Handbook of Urban Studies. London: SAGE. 143 - 161.
Group D2
Moulaert, Frank/Swyngedouw, Erik/Rodriguez, Arantxa (eds., 2003): The Globalized
City. Economic restructuring and social polarization in European Cities.
Oxford: Oxford University Press: Chapter 2 and 3.
39
4.3 Seminário “A interação entre sociedade do
conhecimento e polarização socioespacial para
fortalecimento da cidadania”, june 6th, 2007
Paulo Freire Zentrum – Viena, Áustria
GRITT – Grupo de Pesquisa em Inovação Tecnológica e Território e PPGeo –
Programa de Pós-Graduação em Geografia, UFPE, Recife, Brasil
Data: 29/06/2007
Local: UFPE, Auditório do Depto. de Ciência Política (14º. andar do CFCH)
O seminário tem por objetivo discutir formas de aproximação entre as duas
temáticas (sociedade do conhecimento e polarizacao socioespacial) de modo a
permitir a apropriação de tecnologias por grupos sociais tradicionalmente excluídos
do debate sobre progresso técnico, com vistas à elevação de suas condições de
vida e de autonomia política.
Parte-se do princípio que o desenvolvimento social deve considerar não apenas
estratégias de redução de disparidades de renda, mas também democratização da
educação, da ciência e da tecnologia, de modo a propiciar a ampliação da
sociedade do conhecimento, particularmente em contextos histórico-espaciais
como o de regiões periféricas, em que se situa o estado de Pernambuco.
Ao mesmo tempo, é necessário reconhecer que não basta fomentar a economia
solidária e a participação política, mas é preciso associar a estas a ampliação do
conhecimento, de habilidades tecnológicas e de aprendizagem, bem como de
progresso técnico, no contexto de autonomia política e econômica de grupos de
produtores e produtoras populares. A apropriação de tecnologias mencionada
requer a elevação de condições de educação e de decisão autônoma de tais
grupos. Educação, assim, entendida como via para desenvolver nos indivíduos
habilidades que lhes permitam compreender as mudanças em curso, o que
pressupõe tornarem-se capazes de identificar informações e melhor interpretar e
intervir sobre sua realidade numa perspectiva histórica (Delors, 1996).
Trata-se de um grande desafio, ou como prefere Delors “uma utopia necessária”,
traduzida pelos quatro pilares sobre os quais a educação, a seu ver, deve ser
construída: aprender a saber, aprender a fazer, aprender a viver juntos e aprender a
ser. Neste sentido, educação – popular, especialmente – objetiva autonomia e
capacidade de construção pelo indivíduo e grupos sociais de sua própria história. Ela
deriva do debate coletivo acerca de problemas e necessidades dos grupos,
possibilitando o desenvolvimento de habilidades para superação de estruturas de
opressão e resolução de problemas enfrentados no mundo do trabalho e da produção,
inclusive os de natureza tecnológica. Com isso, aprender a saber, fazer, viver juntos e
ser propicia aos grupos sociais o senso de responsabilidade e a capacidade de
intervenção sobre seus territórios sem os quais não se realiza a efetiva autonomia e a
elevação das condições de vida dos cidadãos.
Em que pese a extensa experiência brasileira de movimentos e grupos sociais,
urbanos e rurais, acerca de participação política, economia solidária e educação
popular, pouca reflexão sistematizada tem reunido estas três dimensões, e muito
menos incorporado a elas a problemática da aprendizagem, da sociedade do
conhecimento e da produção e absorção de tecnologia.
40
Reconhecendo que a universidade produz e acumula importante acervo de
conhecimento e tecnologias, com a programação a seguir, esta instituição assume o
papel de estimular o debate entre diferentes atores e experiências em torno das idéias
de educação popular, participação política e progresso técnico, de modo a contribuir
para a redução da polarização socioespacial que tem historicamente caracterizado a
sociedade brasileira em geral, e a sociedade pernambucana em particular.
41
4.4
Programm of the Seminary in Recife, june 2007
manhã
8h30
8h45
9h15
9h45
10h00
10h30
11h30
11h45-12h00

Abertura (Pró-Reitor de Pesquisa e Pós-Graduação e Pró-Reitor de
Extensão da UFPE, Coordenador do PPGeo, Representantes do Governo
do Estado de Pernambuco/SECTMA, da Prefeitura do Recife, Centro Josué
de Castro, Centro Paulo Freire, ID)

Apresentação de expert/convidado em educação popular
(Representante do Centro Paulo Freire)

Apresentação de expert/convidado em transferência de tecnologia
para grupos populares (Representante da Incubacoop)

Economia solidária e educação popular: limites ao progresso
técnico

Debatedora: Alzira Medeiros (Centro Josué de Castro)

Intervalo

apresentação de experiências de educação popular e de
transferência de tecnologia para grupos de produtores populares

Cooperativa de Artesãos de Olinda

CPT

Sebrae Garanhuns

Coordenação: Prof. Dr. Marcos Lima, UFPE

Discussão de parâmetros para articular educação popular e
transferência de tecnologia

Coordenadoras: Ana Cristina Fernandes (UFPE) e Pia Lichtblau
(Paulo Freire Zentrum)

Debate
tarde
14h00
15h15

Apresentação do panorama acerca da sociedade do conhecimento
em Recife (alunos do PPG-Geo/UFPE)

Apresentação do panorama acerca da polarização socioespacial em
Recife (alunos do PPG-Geo/UFPE)

Sociopolarização e sociedade do conhecimento: a utopia
necessária

Debatedor: Representante da SECTMA

Debate com o público
15h30

14h30
15h00
16h00
17h00
17h15-18h00
Intervalo

apresentação de experiências de educação popular e de
transferência de tecnologia para grupos de produtores populares

Usina Catende

Cooperativa da Incubacoop

Centro de Desenvolvimento Ecológico Sabiá

Coordenação: Prof. Dr. Jonatas Ferreira, UFPE

Educação popular: possibilidades e limites para a redução da
polarização socioespacial por meio da sociedade do conhecimento

Debatedor: Silke Weber

Debate final e encaminhamentos (Anísio Brasileiro/PROPESQ e
Alexandre Stamford/DINE)
42
4.5 List of Participants – Seminary june 2007, Recife
Seminário “A interação entre economia do conhecimento e polarização socioespacial para fortalecimento da cidadania”
Nome completo
Instituição
Curso
Nível escolar
E-mail
1
FERNANDA PESSOA DE FRANÇA
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
2
ISAQUE DE ARAÚJO OLIVEIRA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
3
JULIANE DA SILVA PESSOA
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
4
MÁXIMA AVELINO DA SILVA
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
5
JENNIFER MARY ARAÚJO FOSTER
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
6
DAYVISON LEANDRO DOS SANTOS
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
7
VANESCHKA DE ALMEIDA CIPRIANO
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
8
ARABELLA ALBUQUERQUE NUNES MONTEIRO
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
9
DANILO CARVALHO DA SILVA PIRES
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
10
CREUSA DA SILVA MELO
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
11
FELIPE CESAR NASCIMENTO DE CASTRO
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
12
JOSÉLIA CARVALHO DE ARAÚJO
UFPE
GEOGRAFIA
DOUTORADO
[email protected]
13
BRÁULIO FELIX MARCELINO
UFPE
14
MARCELO RODRIGUES DA SILVA
15
ALMIR FRANCISCO ALVES
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
16
FERNANDO FRANCISCO DO NASCIMENTO
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
[email protected]
[email protected]
43
17
MARIA ANGÉLICA BRASILEIRO COSTA
PROJ. DOM HELDER CAMARA ASSESSORIA
[email protected]
18
RICARDO JOSÉ COÊLHO DE SOUZA
PCR
TÉCNICO
[email protected]
19
ILTON DA COSTA SOUZA FILHO
UFPE
GEOGRAFIA
20
JOSAFÁ HENRIQUE GOMES
UFPE
GEOGRAFIA
21
JOYCELLE CARLUANA WANDERLEY SANTOS
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
22
EDER RAMOS DUARTE
UFPE
HISTÓRIA
GRADUAÇÃO
[email protected]
23
JUSCILENE WALESKA SILVA SOUZA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
24
FERNANDO DOS SANTOS SILVA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
25
FERNANDO RAMALHO GAMELEIRA SOARES
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
26
DEYVID FERNANDO DE OLIVEIRA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
27
MARCÍLIA LORENNA REGUEIRA DE FARIAS
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
28
MARIA DO CARMO SOARES D'OLIVEIRA
PROJ. DOM HELDER CAMARA
29
KEILHA CORREIA DA SILVEIRA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
30
PATRICIO ANTONIO BARBOSA DA SILVA
UFPE
ECONOMIA
GRADUAÇÃO
[email protected]
31
MARIANA CAPIBERIBE MAIA
CATÓLICA
JORNALISMO
GRADUAÇÃO
[email protected]
32
DAYSE REIS RODRIGUES DA SILVA
Projeto Dom Helder Camara
33
ROGÉRIO ANTONIO DE ARAUJO SANTOS
UFPE
GEOGRAFIA
MESTRANDO
[email protected]
34
ELINE SILVA DE PAULA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
35
PATRÍCIA MARIA DA SILVA
[email protected]
36
MARCELO LINS CALDAS FILHO
[email protected]
37
MARCOS DORNELAS
UFPE
SOCIOLOGIA
DOUTORADO
[email protected]
38
DANIELA FLORÊNCIO DA SILVA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
44
MESTRADO
[email protected]
[email protected]
[email protected]
[email protected]
39
ANA CAROLINA SIQUEIRA DE ALBUQUERQUE COSTA
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
40
RAFAELLA SUELI DE OLIVEIRA SANTOS
UFPE
SERVIÇO SOCIAL
GRADUAÇÃO
[email protected]
41
THATIANY LÍDIA MOURA BOTELHO
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
42
JONAS OTAVIANO PRAÇA DE SOUZA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
43
JOSÉ GERALDO PIMENTEL NETO
UFPE
GEOGRAFIA
PÓSGRADUAÇÃO
[email protected]
44
JOSÉ PAULO DA SILVA JÚNIOR
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
45
JOSEMARY SANTOS E SILVA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
46
SAULO BARROS DA COSTA
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
47
VERA LÚCIA NUNES DE ARAÚJO
PREFEITURA DO RECIFE
48
FELIPE LUÍS MACIEL DA SILVA
UFPE
GEOGRAFIA
MESTRADO
[email protected]
49
MARIA VANESSA NUNES CAMPO
UFPE
GEOGRAFIA
GRADUAÇÃO
[email protected]
50
NEISON CABRAL F. FREIRE
UFPE
GEOGRAFIA
DOUTORADO
[email protected]
51
ANA DOUBEX
UFRPE
[email protected]
52
CHRISTIANE CAMPELO MARTINS
[email protected]
53
LUIZ ALVES DE ARAÚJO
[email protected]
54
ALZIRA MEDEIROS
CENTRO JOSUÉ DE CASTRO
[email protected]
55
ERICÊ BEZERRA CORREA
UFPE/SEBRAE
56
MARCO ANTONIO LEVAY FILHO
57
ROSANGELA SILVA DE SOUZA
UFPE
CIÊNCIAS
SOCIAIS
GRADUAÇÃO
58
JONATHAS FERREIRA
UFPE
CIÊNCIAS
SOCIAIS
PÓSGRADUAÇÃO
59
MANUELLE NUNES DE OLIVEIRA
UFPE
CIÊNCIAS
GRADUAÇÃO
45
GEOGRAFIA
[email protected]
[email protected]
[email protected]
[email protected]
SOCIAIS
60
CRISTINA NUNES
PROEXT
[email protected]
61
ANA CLAUDIA MENDONÇA
SEBRAE
[email protected]
62
LUÍS CLAUDIO LEMOS S. BATISTA
UFPE
ECONOMIA
GRADUAÇÃO
[email protected]
63
NAPOLEÃO BRUNO G. FERREIRA
UFPE
ECONOMIA
GRADUAÇÃO
[email protected]
64
MAURICIO CHARIFKER
UFPE
ECONOMIA
GRADUAÇÃO
[email protected]
65
MARIA GEANE BEZERRA DA SILVA
66
ÊNIO DE LIMA
UFPE
CIÊNCIAS
SOCIAIS
GRADUAÇÃO
[email protected]
67
CYNTIA REGINA TSCHÁ
SEC. DES. ECON. JABOATÃO
[email protected]
68
LIVIA FERNANDA A. DE FREITAS
SEC. DES. ECON. PAULISTA
[email protected]
69
MIGUEL FREITAS SOARES JÚNIOR
UFPE
70
MARGARETT LEITE DE OLIVEIRA
ASS. DE ARTE E CULTURA
71
NEIZE MARIA DE OLIVEIRA
HISTÓRIA
GRADUAÇÃO
[email protected]
[email protected]
[email protected]
46
4.6 Workshop "Popular Education today", Fr., Sept. 13th. 2007,
Vienna
Workshop - Popular Education Today
Popular education is a method of empowerment which has a long tradition in Latin
America, especially in Brazil. Its understanding of reality is based on the idea of
comprehending developments integrally, in a dialogical way of "jointly reading and
writing the world" (Paulo Freire). Solidarian economy and participatory politics are
social innovations which are expected to lead a way towards a sustainable socioeconomic transformation. Both approaches are linked with strong traditions in Brazil:
There has been a well-known experiment of participative budgeting in Porte Alegre,
and in the Federal State of Rio Grande do Sul, respectively. Participatory Politics is
still more a vision than a reality in Brasil, as it is almost anywhere else in the world.
Participatory methods and structures, however, have been widely used in Brasil's
popular movements. The current president of Brazil, Luiz Inácio Lula da Silva, has
established a Federal Secretary of Solidarian Economy within the Ministry of Labor
and Employment. Although the importance of learning in the field of solidarian
economy and participatory politics is unquestioned, its potential can still be
improved.
This workshop aims at exchanging information about a wide range of activities in the
field of popular education, bottom-up learning processes and experiments with more
egalitarian approaches towards the knowledge economy. The organizers of the
seminar intend to bring together researchers, policy makers, and NGO-activists . The
seminar is set out to deepen the knowledge of participants in regard to the topics
addressed.
Date: September 13th, 2007
Time:
08:45 – 17:30
Location:
Seminar room, Berggasse 7, 1090 Vienna
Registration:
Paulo Freire Zentrum, [email protected]
Phone ++43 / 1 317 40 17
Limited number of participation / Free entrance
Who:
People interested in education related to development policy
and inter- and transdisciplinary research related to
popular education
47
Contributors
Len Arthur
Ana Fernandes
Michaela Hauer
Pia Lichtblau
Diana Mac Callum
Andreas Novy
Stijn Oosterlynck
Programme
Morning
08:45 – 09:15 Welcome – Coffe
09:15 – 09:30 Organisation & Presentation of the Workshop
Andreas Novy, Michaela Hauer
09:30 – 09:45 Overview of the KEF-sponered project “Popular Education Today”
Andreas Novy
09:45 – 10:15 Brazilian experiences with popular education
Pia Lichtblau
10:15 – 10:45 Knowledge economy and sociospatial polarisation – the case of
Recife
Ana Fernandes
10:45 – 11:00 Knowledge economy ans sociospatial polarisation – the case of
Vienna
Andreas Novy, Michaela Hauer
11:00 – 11:30 Coffe Break
11:30 – 12:30 Comments of external experts
Stijn Oosterlynck
Diana Mac Callum
Len Arthur
12:30 – 13:00 General Discussion
Afternoon
13:00 – 14:00 Lunch
14:00 – 15:30 Group work: “Perspectives for education and training”
15:30 – 16:00 Coffe Break
16:00 – 17:30 Presentation of Group discussion & Final discussion
48
4.7 List of Participants – seminary, Vienna, Sept. 2007
1 Len Arthur
University
Cardiff
of
Wales
Institute,
2 Daniela Coimbra
WU Wien
[email protected]
3 Gerald Faschingeder
Paulo Freire Zentrum
[email protected]
t
Ana
4 Fernandes
Univ. Fed. de Pernambuco
[email protected]
5 Birgit Habermann
KEF
[email protected]
6 Michaela Hauer
[email protected]
7 Anna Kaissl
WU Wien
[email protected]
8 Pia Lichtblau
[email protected]
[email protected]
Cristina
9 Martina Lindorfer
-
[email protected]
10 Diana MacCallum
Newcastle University
[email protected]
11 Andreas Novy
[email protected]
12 Stijn Oosterlynck
University of Leuven
[email protected]
13 Huem Otero
14 Nicolas Schlitz
15 Philip Taucher
16 Jennifer Ziegler
-
-
Uni Wien - IE
[email protected]
-
[email protected]
WU Wien
[email protected]
49
4.8 Zwei Wissensformen für zwei getrennte Welten
Wie können akademisches Wissen und Ideologiekritik mit praktischem Wissen verbunden
werden? Diese Frage diskutierten die 15 TeilnehmerInnen des Workshop Popular Education
Today, der am Donnerstag, dem 13. September 2007, im Paulo Freire Zentrum stattfand.
Mi 19. Sep 2007 | Gerald Faschingeder
Die spannende Diskussion brachte keine einfachen Antworten. Was kann für
Bildungsvorhaben in Österreich von Brasilien gelernt werden? Wie kann akademisches
Reflexionswissen für PraktikerInnen in sozialen und politischen Organisationen relevant
werden? In welchem Verhältnis steht ideologischkritisches zu praktischem Lernen? Wie kann
emanzipatorisches Lernen in einem autoritären Umfeld, wie es auch in Österreich weiterhin
herrscht, erfolgreich sein? Mit diesen weitreichenden Fragen eröffnete Andreas Novy,
wissenschaftlicher Leiter des Freire Zentrums, den Workshop. Novy präsentierte zum
Einstieg jenes Projekt, das vom Freire Zentrum gemeinsam mit PartnerInnen in Brasilien
durchgeführt wird, und das Erfahrungen und neue Wege der Volksbildung in Brasilien und
Österreich heute untersucht. Am Workshop nahmen auch Personen teil, die direkt in diesem
Projekt involviert sind.
Michaela Hauer, ehrenamtliche Mitarbeiterin des Freire Zentrums, stellte das gemeinsame
Seminar vor, das von der Wirtschaftsuniversität (WU) Wien mit der Universität Recife im
Sommersemester 2007 durchgeführt worden war. Thema war das Verhältnis von
Wissensökonomie und sozialräumlicher Polarisierung. Im Seminar wurde festgestellt, dass es
zwei unterschiedliche Sphären des Wissens gebe, die scheinbar unabhängig voneinander
parallel existierten: Zum einen gebe es das betriebswirtschaftlich ausgerichtete
"wirtschaftliche Wissen", mit dem am Markt tätigen AkteurInnen geholfen wird, ihre
Position im globalen Wettbewerb zu stärken. Das andere Wissen wird als "soziales Wissen"
bezeichnet und kennzeichnet soziale Organisationen, die jene Menschen unterstützen, die am
Markt keinen Platz finden und an den sozialen Rand der Gesellschaft gedrängt werden. Die
Spaltung dieser beiden Wissensformen ist Ausdruck der sozialen Spaltung, die unsere
Gesellschaft in Österreich heute kennzeichnet.
Brasilianische Erfahrungen
Ana Fernandes, Universitätsprofessorin in Recife in Nordost-Brasilien, berichtete von sehr
ähnlichen Erfahrungen, die sie im Rahmen eines Workshops in Recife machte. Dort gelang es
erstmals, ein gemeinsames Seminar von Universitätsangehörigen mit AktivistInnen, sozialen
Bewegungen und Kooperativen zu veranstalten. Es zeigte sich auch hier, wie wenig die
spezifischen Wissensformen dieser beiden Welten miteinander zu tun haben. Sehr
beeindruckt habe die Präsentation von zwei Frauen, die eine Kooperative von
MüllsammlerInnen vertraten: Sehr wohl fragten diese nach universitärer Beratung und
wissenschaftlicher Begleitung und waren an einem Erfahrungsaustausch sehr interessiert.
Geradezu schockierend erschien Ana Fernandes die Reaktion des ebenfalls anwesenden
Vizerektors für Forschung ihrer Universität, der diese Anfrage gar nicht verstand. In seinem
Weltbild – wie generell im wissenschaftlichen Mainstream – war es nicht vorgesehen, dass
auch Müllsammelkooperativen auf das betriebswirtschaftliche Wissen einer Universität
zurückgreifen wollen. Dennoch plant Ana Fernandes nun die Einrichtung einer sogenannten
"Incubadora". Dies ist eine Einrichtung, in der Angehörige der Universität gemeinsam mit
50
BasisaktivistInnen versuchen, Wissen und Technologie nicht einfach von der Universität zu
nicht-universitären Einrichtungen zu transferieren, sondern einen gemeinsamen Lern- und
Forschungsprozess zu beginnen, der Kontext-, Fach- und Strukturwissen verbindet.
Pia Lichtblau, die das Forschungsprojekt in Brasilien für das Freire Zentrum koordiniert,
ergänzte diese Darstellung mit dem Hinweis, dass es für viele AktivistInnen von
Kooperativen in Brasilien nicht nur darum gehe, anders zu wirtschaften, sondern sie auch
eine andere Lebensform praktizierten. Dieser ganzheitliche Zugang ziele auf eine
weitreichende Veränderung der Gesellschaft. Reflektiert wird in solchen Gruppen daher auch
über die problematischen Folgen von technischen und organisatorischen Veränderungen auf
die sozialen Prozesse innerhalb der Kooperativen und des sozialen Milieus, aus dem sie
kommen.
Die Degeneration von Solidarökonomie
Len Arthur von der Universität Cardiff in Wales, Großbritannien, wurde um einen
Kommentar zu diesen Darstellungen gebeten. Er erlebte selbst die Zeit der 1970er und
1980er Jahre, als Kooperativen auch in Europa weit verbreitet waren. Die Fachliteratur dazu
zielte aber stets auf die Frage ab, wie man Kooperativen in den konventionellen Markt besser
integrieren könne. Dadurch verlören aber die Kooperativen ein spezifisches Merkmal, das
auch ihre Qualität ausmache: die interne Demokratie. Die Zusammenführung der zwei
Wissensformen sie nicht unproblematisch, so Len Arthur. Sie führe in der Regel zur
Übernahme der Sprache der Betriebswirtschaft, die einen Entfremdungsprozess bedinge. Wie
solle man denn anders denken, wenn das eigene Sein in Kategorien von "Vision", "Mission",
"Strategie" interpretiert werde? Dies treffe auch auf den Begriff "Innovation" zu. In seiner
Erfahrung tendieren Universitäten dazu, den Austausch von Wissen als einen EinbahnProzess zu verstehen: Als Wissende wollen sie ihr Wissensgut in die Gesellschaft
hineintransferieren. Ohne Wechselseitigkeit werde dies aber nicht zu einem demokratischen
und bereichernden Prozess.
Emanzipation und Öffentlichkeit
In der weiteren Diskussion wurde mehrfach nach dem Begriff "Emanzipation" gefragt, von
der auch in Solidaritäts-Netzwerken immer weniger die Rede sei. Die starke Dominanz des
Konzepts der "Fairness" sei in diesem Zusammenhang nicht unproblematisch. Dieser Sicht
wurde entgegen gehalten, dass es gelte, die FairTrade-Idee zu politisieren. Die Frage sei
allerdings, ob diese, sehr marktkompatible Idee, sich für die Öffnung von öffentlichen
Räumen für kontroversielle Debatten eigne.
Die Schwierigkeiten im Umgang mit den unterschiedlichen Wissensformen und bei der
Beantwortung der Frage nach deren Bedeutung für Volksbildung und Solidarische Ökonomie
lägen, so der abschließende Tenor der TeilnehmerInnen des Workshops, bei dem Verlust der
"Großen Erzählung", die mit einem klaren emanzipatorischen Anspruch auftreten. Vom
Willen zu sozialen und politischen Veränderung hänge vieles ab.
Dieser Bericht erschien auf http://www.paulofreirezentrum.at/index.php?Art_ID=536
51
4.9 outline: Transborder Laboratory for Cooperation from Below.
Brno, September 14-16, 2007
Seminar Venue: Brno
1. Seminar Organizers
Economy and Society Trust, Brno
http://www.thinktank.cz/index.php?id=261
Institute for Studies in Political Economy (IPE)
http://www.ipe.or.at
Paulo Freire Center, Vienna
http://www.pfz.at
Vienna University of Economics and Business Administration (EU Research Projects
Demologos and Katarsis)
http://demologos.ncl.ac.uk/
http://katarsis.ncl.ac.uk/
2. Introduction and Content
This seminar is called laboratory because of its experimental character. Four cooperation partners from different backgrounds invite critical social researchers and
grassroots activists (i.e. development cooperation, anti-globalists, Central- and
Eastern European political activists) to participate in a joint discussion and learning
process. The goals of the seminar are dissemination of knowledge, an exchange
between university and activist experience, and discussions on prospects of transborder co-operations.
3. Seminar Outline (Approximately 25 participants)
The seminar shall last for two and a half days and be divided into five parts. It will be
based on dialogue and joint reflection of activist and research experiences. Each of
the five half-days will be opened by expert input statements. Input statements shall
be brief; experts can use flip charts but not overhead or computer support. The
respective experts will then function as resource persons for the following
discussion. In order to strengthen and improve individual and collective learning
endeavors, we intend to prepare a seminar-reader upfront that includes short texts
by the invited experts, and possibly other selected articles. Seminar participants are
encouraged to read the material before the seminar. This will create a common base
for the discussion.
Section 1: Friday, September 14, 2007: Afternoon Session (15:30 – 18:30)
Topic: Elitist Integration and Norm Making from Above
The European Union (EU) and the World Trade Organization (WTO) are actors in
norm-making from above. Very often criticism of this norm-making process fails to
make an issue of the elitist character and the inherent deficit of democratic
52
organization. As a result protests are frequently nationalistic in character.. A normmaking from above therefore seems to induce a vicious circle. Attaching little value
to democratic governance from the start, democratic governance has been dubbed
populist while elitist norm-setting has created an aura of expertise and rationality by
dominating global discourses. In practice, big business lobbies have often
succeeded in presenting economic liberalism as only viable solution, favoring market
rule against democratic and participatory governance.
In this thematic block, a few examples of this underlying tendency are being
presented. Questions for discussion may be: What is the status quo in the
confrontation between market rule and democratic regulation? Has the hegemonic
discourse that favors economic liberalism reached its peak? How can contradictions
of current developments be communicated? Can institutions of elitist integration be
reformed? What might be strategies for eventual reforms?
Experts (pending): N.N. (Possibly Werkstatt Frieden und Solidarität): EU
Constitutional Treaty: Towards a Democratic EU or Camouflage for Acquis
Communautaire, Maastricht Treaty, and Military Ambitions?
Peter Gočev (Prague): Euro Accession Criteria and the Growth and Stability Pact as
Examples of EU neo-liberal norm-making
Werner Raza (Chamber of Labor, Vienna): WTO: Conflictive Norm Setting
between Multilateral Agreements and Bilateralism. Global Decision Making and
Regional Realities.
Section 2: Saturday, September 15, 2007: Morning Session (10:00 – 13:00)
Topic: Socioeconomic Development between Competition and Cooperation
Hegemonic discourse presents global development as one of competition. The
global players USA and European Union (EU) seem to favor, however, competitive
solutions only in domains where they do have sufficient market power, or in domains
that do not affect strategic considerations. The EU deems competition to be its
ultimate means in fighting low productivity, stagnation of economic growth, and
unemployment. EU-measures in this respect are combined in the so-called LisbonStrategy. Although this strategy has not appeared to be overly successful, the EU
seems to stick to it. At any rate, EU-policy appears to prefer this kind of economic
goals to social targets.
Cities and regions are being subdued to this strategy as well. Competition between
regions and cities lead city and regional governments to pursue policies that focus
on favorable conditions for capital import and accumulation and neglect democratic
regulation.
Alternative approaches would have to disregard narrow economic perspectives and
introduce social and ecological views into socioeconomic development policies.
Questions in the seminar might relate to the contradictory context of competition and
co-operation. Is competition confined to capitalism? Can it offer something to
alternative models of development? Is it a useful concept for analyses or is it an
ideological construct? And co-operation? Is co-operation the ultimate solution for
alternative development models, or are there obstacles related to co-operative
53
practice?
Experts: (pending) Jan Drahokoupil (Economy and Society Trust, Brno)
Flavia Martinelli (Demologos)
Section 3: Saturday, September 15, 2007: Afternoon Session (15:00 – 18:00)
Topic: Borders and Regional Integration. Experiences from Europe, Latin
America, and Asia
Regulation determines the socio-economic development of territories. During the 19th
century, the nation state became the most dynamic and influential form of socioeconomic development and territorial organization. Borders of nation states became
important for citizens rights and socio-economic policies. In the periphery, tariffs and
capital controls served as a protective device for economic development. At the end
of the 20th century globalization and regionalization have reduced in some regions
the importance of these national borders: Elitist regulation from above has facilitated
Foreign Direct Investments (FDI). International financial markets have become a key
motor of current development.
Borders are the focus of this part of the seminar. What are positive aspects, what are
negative aspects of borders? Are there differences between borders? Are borders
impermeable for all alike? What do border realities imply for future socio-economic
development?
Experts: (pending) Andrea Komlosy (University of Vienna)
Ngai Pun (Demologos)
Ana Fernandes (Universidade Federal de Pernambuco)
Section 4: Sunday, September 16, 2007: Morning Session (9:30 – 13:00)
Topic: Human Rights and the Promotion of Socioeconomic Citizenship
The concept of liberalism does mean different things in the US and Europe. There
are, however, contradictory aspects within the discourse about liberalism in
European as well. Compared to economic liberalism, with its rather clear cut
scientific and ideological paradigm, political liberalism seems to be vague and
contested. Many people who feel embarrassed when called economic liberals (that is
neo-liberal), would subscribe to political liberalism. Why is that so? Can one draw a
line between economic and political liberalism? Where are the differences between
liberalism and socialism? Is a liberal human right the same thing as a socialist
human right? Who defends civic rights? Who defends social rights (housing, health,
education, work)? What are the arguments? Can human rights be a foundation of a
socio-economic citizenship?
Experts: (pending) N.N.: The Current Discussions on Human Rights in the Czech
Republic.
N.N. (Trade Union perspective)
N.N. (from Katarsis or Demologos network)
54
Section 5: Sunday, September 16, 2007: Afternoon Session (14:00 – 16:00)
Topic: Experiences and Perspectives of Alliances from Below
The current form of governance does make international alliances from below
difficult. Such alliances seem necessary, however, in order to challenge normmaking from above and establish alternative regional and international development
models.
Can grassroots initiatives, community groups, and trade unions form such alliances
and gain strength in order to counter current elitist hegemony? What are the
experiences and insights of activist groups? Are there forms of alliances? What are
their successes, what their failures? What are the prospects of future alliances?
Experts: (pending) Roman Havlićek (CEPA Bratislava): Monitoring the Use of EUFunds in Slovakia.
N.N. (Economy and Society Trust
N.N. (IPE)
Andreas Novy (Paulo Freire Center, Vienna University of Economics and
Business Administration)
Please note: the seminar will be held in English!
55
4.10 Kurzbericht: Podiumsdiskussion „Emanzipatorische
Volksbildung – die Rolle der Universitäten“
Pia Lichtblau
31.10.2007, 14.00h bis 19.00h
Universidade Federal de São Carlos, Estado de São Paulo, Brasilien
Der
eigentlichen
Diskussionsveranstaltung
ist
ein
eingehender
Vorbereitungsprozess
vorangegangen, im Zuge dessen Michaela Hauer und Pia Lichtblau die Arbeit der Incubadora durch
Teilnahme an den Sitzungen, Initiierung interner Diskussionsrunden mit den MitarbeiterInnen der
Incubadora sowie Besuchen bei nahezu allen Kooperativen kennenlernten. Auf Basis dieser
Vorarbeit wurde das Konzept der Diskussionsveranstaltung gemeinsam erarbeitet.
Die Veranstaltung war gut besucht, rund 60 bis 70 TeilnehmerInnen erschienen. Unter ihnen
waren StudentInnen der UFSCar, RepräsentantInnen unterschiedlicher Kooperativen sowie der
Prefeitura von São Carlos.
Es entspann sich eine rege Diskussion zwischen den TeilnehmerInnen und den DiskutandInnen
auf dem Podium, wobei insbesondere Unterschiede und Parallelen zwischen Brasilien und Österreich
auf Interesse stießen.
DiskutandInnen:
•
•
•
•
•
•
Michaela Hauer, Paulo Freire Zentrum Wien
Pia Lichtblau, Paulo Freire Zentrum Wien
Carlos Roberto Winckler, Universidade Federal de Caxias do Sul (UCS)
Ana Lucia Cortegoso, Universidade Federal de Sao Carlos (UFSCar)
Ana Emilia Castro, Universidade Federal de Pernambuco (UFPE)
Sílvia Leser, Universidade de São Paulo, Repräsentantin des Netzwerks der Incubadoras
(ITCP)
• VertreterInnen der von der Incubadora São Carlos unterstützten Kooperativen Maria Fuxico,
RecriArte und Cooperlimp
56
Programm:
14h
Eröffnung
Ana Lucia
Cortegoso,
UFSCAR
14h05
Präsentation des Paulo Freire Zentrums
Präsentation des Projekts „Educação Popular hoje“
Pia Lichtblau,
Michaela Hauer,
Paulo Freire
Zentrum Wien
14h15
14h35
14h55
15h15
-
−
Präsentation von Projekten mit Grupos Populares im
Umkreis von Recife (Pernambuco)
Kooperation von Universitäten und Zivilgesellschaft am
Beispiel der brasilianischen Landlosenbewegung MST
f.
Das Netzwerk der universitären Incubadoras und die
Kooperation zwischen Universitäten und Zivilgesellschaft
aa. Incubadoras als Verbindung zwischen Universitäten und
Zivilgesellschaft – die Erfahrungen der Incubadora de
São Carlos
Ana Emilia Castro,
UFPE
Carlos Winckler,
UCS
Silvia Leser, ITCP
Ana Lucia
Cortegoso,
UFSCAR
15h30
•
Diskussion
15h45
•
Kaffeepause mit Buffet der Kooperative COOPERCOOK
16h
•
Incubadoras als Verbindung zwischen Universitäten und
Zivilgesellschaft – die Erfahrungen der Kooperativen
• Erfahrungen mit dem Inkubationsprozess
• Wünsche an die Incubadoras
• Kritik an den Incubadoras
17h
d. Diskussion
18h
e. Ausblick
57
VertreterInnen der
Kooperativen Maria
Fuxico, RecriArte
und Cooperlimp
4.11 Outline: Seminário final “Conhecimento e educação popular:
diálogos entre saberes e experiências”, march 2008, Recife
UFPE/Design, UFPE/Geografia, UFPE/Sociologia, UFPE/Conexões e Saberes e
Paulo Freire Zentrum/Áustria
Data: 27/03/2008
Local: UFPE, Auditório da Gráfica Universitária
Organizadores
UFPE: Ana Cristina Fernandes (Geografia), Ana Emilia Castro (Design), Jonatas Ferreira
(Sociologia)
Paulo Freire Zentrum: Andreas Novy
O seminário tem por objetivo promover a compreensão da educação popular como
referência concreta para a construção de sociedade mais justa que incorpore a
democratização do conhecimento e de novas tecnologias, disponibilizadas
predominantemente para poucos grupos sociais. Focando desta vez nos jovens – da
cidade e do campo –, o presente programa dá seqüência a seminário anterior que procurou
discutir formas de aproximação entre sociedade do conhecimento e polarização
socioespacial, com vistas à elevação de suas condições de vida e de autonomia política.
Como no evento anterior, parte-se do princípio que o desenvolvimento social deve
considerar não apenas estratégias de redução de disparidades de renda, mas também
democratização da educação, da ciência e da tecnologia, de modo a propiciar a ampliação
da sociedade do conhecimento, particularmente em contextos histórico-espaciais como o de
regiões periféricas, em que se situa o estado de Pernambuco.
Ao mesmo tempo, é necessário reconhecer que não basta fomentar experiências de criação
de renda, economia solidária, inclusão digital ou acesso a novas tecnologias e ao
conhecimento, mas é preciso associar a estas a ampliação do auto-conhecimento, da
autonomia e participação políticas.
A apropriação de tecnologias mencionada requer a acesso a conhecimento, mas também
habilidades para tomar decisões autonomamente pelos grupos sociais menos favorecidos
economicamente, em particular os segmentos jovens destes grupos. Educação, assim,
entendida como via para desenvolver nos indivíduos habilidades que lhes permitam
compreender seus lugares, sua importância nos seus lugares e as mudanças globais em
curso, o que pressupõe tornarem-se capazes de identificar informações e melhor interpretar
e intervir sobre sua realidade numa perspectiva histórica (Delors, 1996).
Trata-se de um grande desafio, ou como prefere Delors “uma utopia necessária”, traduzida
pelos quatro pilares sobre os quais a educação, a seu ver, deve ser construída: aprender a
saber, aprender a fazer, aprender a viver juntos e aprender a ser. Neste sentido, educação
– popular, especialmente – objetiva autonomia e capacidade de construção pelo indivíduo e
grupos sociais de sua própria história. Ela deriva do debate coletivo acerca de problemas e
necessidades dos grupos, possibilitando o desenvolvimento de habilidades para superação
de estruturas de opressão e resolução de problemas enfrentados no mundo do trabalho e
da produção, inclusive os de natureza tecnológica. Com isso, aprender a saber, fazer, viver
juntos e ser propicia aos grupos sociais o senso de responsabilidade e a capacidade de
intervenção sobre seus territórios sem os quais não se realiza a efetiva autonomia e a
elevação das condições de vida dos cidadãos. Dessa forma, procura-se assim articular
saber e práxis, como proposto por Paulo Freire, considerando os avanços tecnológicos e
oportunidades de crescimento pessoal, social e econômico para os jovens de menor poder
aquisitivo.
Em que pese a extensa experiência brasileira de movimentos e grupos sociais, urbanos e
rurais, acerca de participação política, economia solidária, educação popular e novas
tecnologias, pouca reflexão sistematizada tem reunido estas quatro dimensões, e muito
58
menos incorporado a elas a problemática da aprendizagem, da sociedade do conhecimento
e da produção e absorção de tecnologia.
Reconhecendo que a universidade produz e acumula importante acervo de conhecimento e
tecnologias, com a programação a seguir, esta instituição assume o papel de estimular o
debate entre diferentes atores e experiências em torno das idéias de educação popular,
participação política e progresso técnico, de modo a contribuir para a redução da
polarização socioespacial que tem historicamente caracterizado a sociedade brasileira em
geral, e a sociedade pernambucana em particular.
Programação
manhã
8h30
9h00-10h00
10h00-10h30
10h30-12h00
12h30
14h00-15h30
15h30-16h00
16h00-16h30
17h00-18h00
18h00-18h30
18-30
Abertura
Módulo 1. Educação popular: compreensão, possibilidades
e limites para a construção de um “mundo melhor”
- Prof. João Francisco de Souza (Depto Educação/UFPE)
- Prof. Andreas Novy (Universidade de Viena e Paulo Freire
Zentrum)
- Debatedor: Prof. Flávio Bryner
ervalo
Módulo 2. Educação popular, sociedade do conhecimento e
juventude
- Profa. Nazareth Baudel Wanderley (Depto. Sociologia/UFPE)
- Representante do Centro de Comunicação e Juventude
- Debatedor: Dr. Djalma Paes (Secretário de Desenv.
Econômico, Ciência e Tecnologia da Prefeitura do Recife)
Debate
tarde
Módulo 3. Novas tecnologias, economia solidária e
educação popular
- Mauro Oliveira e Francisco Rodrigues da Silva, Projeto
Pirambu Digital (Fortaleza/CE)
- Representante do Grupo Arte Calango, Barra do Riachão/PE
- Yvana Fechine, Projeto Coque Vive (Recife/PE)
- Debatedora: Profa. Ana Emília Castro (Depto. Design/UFPE)
Debate
Intervalo
Módulo 4. Educação popular: saberes e experiências,
lições e encaminhamentos
- Prof. Paul Singer (Secretaria Nacional de Economia Solidária
do Ministério do Trabalho e Emprego)
- Carlos Wickler (FEE/RS)
- Coordenador: Prof. Ioshiaqui Shimbo (Depto. Engenharia
Civil/UFSCar e Incubadora Regional de Cooperativas
Populares da UFSCar)
Debate Final
Encerramento: Magnífico Reitor Amaro Lins
Eventos paralelos
Exposição “Imagens, Identidadades e Territórios”
Feira de artesanato
Exposição das empresas de Pirambu Digital.
Inscrições
e-mail: [email protected]
59
4.12 Artikel zum KEF-Projekt auf www.paulofreirezentrum.at
> Diskurs&News > Brasilien-Reportage
Pia Lichtblau beteiligte sich für das Paulo Freire-Zentrum in Brasilien an einem
volksbildnerischen Projekt und berichtete von den dortigen Reflexionsprozessen. Am
27. März 2008 nahmen Andreas Novy, Johanna Neuhauser und Thomas Zöbernig
am abschließenden Seminar in Recife teil. Als Hintergrundinformation verweist die
Redaktion auch auf die brasilianischen Reportagen von Gerald Faschingeder.
Anmerkung: Die Reihung in dieser Übersicht folgt der umgekehrten Chronologie; im
Anhang sind die Artikel allerdings chronologisch geordnet.
4.12.1 Das Experiment als Leitmotiv
Ausgehend von einer Rede Paul Singers beschreibt der Autor die solidarökonomischen
Umgestaltungsversuche in der brasilianischen Gesellschaft.
Entwicklungsforschung | Do 15. Mai 2008 |
Andreas Novy
» mehr dazu...
4.12.2 Bildung in der Wissensgesellschaft
Der Autor ging auf dem Seminar "Wissen und Volksbildung: Dialog zwischen
Wissensformen und Erfahrungen" in Recife aus europäischer Perspektive der Frage nach,
was der Pädagoge Paulo Freire zur Reflexion über Wissensgesellschaft im 21. Jahrhundert
beitragen kann.
Entwicklungsforschung | Do 24. Apr 2008 |
Andreas Novy
60
» mehr dazu...
4.12.3 "Gemeinsame Träume führen zur Realisierung": Dialoge zwischen
Wissen und Erfahrung
Am 27. März 2008 fand in Recife ein Seminar statt, in dem Erfahrungen der Praxis sozialer
Initiativen mit dem Wissen aus Universitäten ausgetauscht wurden. Das Paulo Freire
Zentrum Wien hatte das Seminar mitorganisiert.
Entwicklungsforschung | Do 17. Apr 2008 |
Johanna Neuhauser und Thomas Zobernig
» mehr dazu...
4.12.4 Ökologischer Anbau im Land des Zuckerrohrs
42 Familien einer Dorfgemeinschaft im Norden von Pernambuco - ein Bundesstaat im
Nordosten Brasiliens - haben sich zur Associação de Produtores Agroecológicos
zusammengeschlossen.
Entwicklungsforschung | Mi 31. Okt 2007 | Michaela Hauer
» mehr dazu...
4.12.5 Madeirarte – Frauen spezialisieren sich auf Holz
Im Jahr 2000 begannen die BewohnerInnen des Assentamento (Ansiedlung) Pirituba II mit
dem Bau kleiner Häuser, die von einer Forschungsgruppe der Universidade de São Paulo
geplant wurden.
Entwicklungsforschung | Mi 10. Okt 2007 | Michaela Hauer
und Pia Lichtblau
» mehr dazu...
4.12.6 COOPERLIMP – ein Bairro putzt sich heraus
Vor acht Jahren gründeten acht Frauen die Reinigungs-Kooperative COOPERLIMP. Heute
beschäftigt das solidarökonomische Unternehmen rund 260 ArbeitnehmerInnen – und hat
auch einen wichtigen Beitrag zur politischen Bewusstseinsbildung im Bairro geleistet.
Entwicklungsforschung | Mo 8. Okt 2007 | Michaela Hauer und Pia Lichtblau
» mehr dazu...
61
4.12.7 Akademisches Wissen für alle
Incubadoras versuchen universitäres Wissen auch den am meisten benachteiligten
Gesellschaftsschichten zugänglich zu machen. Die beiden Autorinnen besuchten die
Incubadora der Universidade Federal de São Carlos.
Entwicklungsforschung | Sa 29. Sep 2007 | Michaela Hauer und Pia Lichtblau
» mehr dazu...
4.12.8
Besetztes Land
Die Commissão Pastoral da Terra setzt sich für die Durchführung der vom brasilianischen
Präsidenten Lula versprochenen Agrarreform ein. Ein wichtiger Teil ihrer Arbeit ist die
Begleitung und Unterstützung von LandbesetzerInnen bei der Durchsetzung ihrer Rechte. Ein
Bericht vom Besuch
dreier
Entwicklungsforschung | Fr 1. Jun 2007 | Pia Lichtblau
Landbesetzungen.
» mehr dazu...
4.12.9
Alphabetisierung am Rande der Peripherie
Am östlichen Stadtrand São Paulos liegt Guaianazes, eine der ärmsten Regionen der Stadt.
Die Kolping-Gemeinde São Francisco kämpft gegen zahlreiche soziale Probleme an. Die
Autorin besuchte die Gemeinde und einen Alphabetisierungskurs.
Volksbildung | Mi 28. Mär 2007 | Pia Lichtblau
» mehr dazu...
4.12.10
Educação popular hoje – Reflexion brasilianischer Erfahrungen
Brasilianische Erfahrungen mit Volksbildung stehen im Zentrum eines von der Kommission
für Entwicklungsfragen unterstützten Forschungsprojekts.
Volksbildung | Mi 21. Mär 2007 | Pia Lichtblau
» mehr dazu...
62