LIRA, M. G. M.; http://lattes.cnpq.br/7431911083670897; LIRA, Maria Gorete de Macedo.
Résumé:
On education, this work begins by launching a discussion about rights guaranteed by the Law
of Guidelines and Bases of Education as a counterpoint to the barriers that generate the denial
of these rights. In relation to the solidarity economy, it provides opportunities for reflection
on around the logic of the capitalist system, in order to promote the understanding of a new
mode of production, whose social and productive relations generate perspectives such as
autonomy, self-management and associations. The term poetry is discussed in its most broad,
with emphasis on the string and the Matuto poem, highlighting the lack of knowledge an
in-depth study of gender by educational institutions that, in recent times, they decided to
approach him in the classroom. Given the above, there was a need for promote an
investigation that encompasses academic, social and political aspects in the sense of
understand the context in which popular poetry is inserted nowadays. Nine were interviewed
people, seven male and two female, aged between twenty-one and eighty-eight years. Of
these people, only two had access to education superior, two others attended the Youth and
Adult Education classrooms and the others did not even they even finished elementary school.
It was proven that, in the midst of a scenario of devaluation, prejudice, neglect and lack of
encouragement, some poets survive. Based on the age of most of them, it could be believed
that popular poetry, will soon silence in Picui-PB. However, despite the apparent aridity of
the On the ground, new shoots emerge: two literate young people, aware of their role in the
society, who are not ashamed to keep popular poetry alive, admittedly necessary for the
intellectual and human development of a society that is languishing by the devaluation of its
cultural assets. So much still needs to be done towards promote an education that constitutes a
right for all: an education that is capable to lead the student to recognize himself as the
protagonist of his own story and to see the cultural goods of which he owns. Only then will it
be possible to rehearse the first steps towards the long-awaited autonomy.
