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19 September 2022

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XXXII Congress in Guatemala: Popular Education and its Concreteness in our Formal and Non-Formal Educational Practices (2001)

Year:

2001

Objective: 

The Board of Directors established as the objective of the XXXII Congress “Popular Education and its concretion in our formal and non-formal educational practices”: to re-conceptualise Popular Education and to analyse our educational practice in order to see its adequacy today to the characteristics of Popular Education. This objective was broken down into three specific objectives:

  1. Deconstruct and reconstruct the concept of Popular Education today, within the framework of the realities facing us at the beginning of the 21st century.
  2. To analyse our educational practice by confronting reality with the new Popular Education proposal.
  3. To design appropriate policies and strategies that allow the adaptation of our educational practice to the new conceptual framework of Popular Education.

Background: 

The topic under which the XXXII International Congress was to be developed “Popular Education and its concretion in our formal and non-formal educational practices”, responded both to the requirements of the Federation’s Global Plan for Development and Institutional Strengthening, and to the concerns raised at the previous Congress held in Lima, Peru, in 2000, in which five of the twelve themes proposed for the next International Congress were closely related to Popular Education, emphasising the need to rethink the definition and conceptualisation of Popular Education, within the process of globalisation, the significant social dynamics of the Latin American context and current educational trends.

The Congress:

The dynamics of the XXXII Congress “Popular Education and its Concretisation in Our Formal and Non-Formal Educational Practices” started from a previous process of reflection on a base document and national contributions on the validity of the options and constituent elements of popular education in times of globalisation. The reflection was then enlightened and deepened with papers, presentation of significant practices of formal and non-formal education and contributions from the delegates.

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