SOCIAL MOVEMENTS AND THEIR CONTRIBUTION TO THE EMANCIPATION OF THE SOCIAL ACTORS INVOLVED

This article aims to analyze discussions about social movements in education and their change in approach over the course of the 20th century, with an emphasis on the more active participation of the social actors involved, valuing orality and local and regional experiences for decision-making. It addresses the struggle for recognition and autonomy of Indigenous peoples, Black people and Afro-descendants, women, and the rural population, thereby contributing to social visibility provided by liberating knowledge. It presents criticism aimed at overcoming historical processes inherited from coloniality, supported by access to education with more participatory actions for decision-making that meets local and regional aspirations. It discusses the overcoming of historical processes of coloniality in Latin America and Brazil promoted by a change of focus toward participatory action research. The study was developed through bibliographic analysis of contemporary authors who discuss social movements and education.