ABSTRACT:
This article is dedicated to identify and problematize issues involving Popular Education and the State, based on the analysis of researches conducted in the field of Popular Education. The emergence of popular governments in Latin America, from the 2000s on, produces changes in the way the actors of Popular Education relate to the State, presenting new challenges and issues for the subjects that make up this field. Based on this understanding, we carry out an in-depth study of doctoral theses that present analyses focusing on Popular Education and the State, establishing some relationship between them. The research selected works defended between the years 2000 and 2013, in postgraduate programs in education in Brazilian universities, configuring itself as a contribution to a state of the art on the themes in question. This is a theoretical-bibliographical research based on a critical-dialectical theoretical approach. In general, it is possible to state that, in the analyzed studies, the capacity of Popular Education, as a political-pedagogical practice, to contribute to the transformation of capitalist society is the key issue that permeates all debates. The results of the research also show, among other elements, the existence of a dispute of meanings and goals concerning Popular Education; the predominance of the finding of shared responsibilities in the execution or formulation of governmental policies and programs concerning the relationship between Popular Education and the State; the concentration of analyses on the impacts and implications that such sharing brings to social and popular organizations and movements.
Keywords:
popular education; state of the art; state