La hoguera de la educación popular. Los fuegos rebeldes y de cómo se cocinó el rol de las, los y les educadores populares

This essay invites to rethink the pedagogical aspects of popular education, twenty years after the “Argentinazo”. Group coordination implies powers and responsibilities different from the rest, to assume them is not to oppress, but “aptitudes and attitudes” must be developed to enhance collective power. It will be oriented to create a dialogue of knowledge and ignorance, thus humanizing the space and transforming the political sense of pedagogical action. Whoever coordinates, uses his power to generate other powers. Following the psychopedagogue Alicia Fernandez, we will say that what educates are relationships. This affirmation empathizes with Paulo Freire’s concept of “Dialogue”. The project of popular power involves a type of pedagogical relations: how can we build ourselves into schools of new relations? Twenty years after the rebellious fires of December 2001, popular education has an accumulation that needs to be reviewed in order to continue fighting in these difficult times.