Communication Dans Un Congrès Année : 2024

Pedagogies of Liberation and Transnational militant circulations in Independent Guinea-Bissau

Résumé

The aim of this paper is to suggest avenues for a comparative and connected history of the political and cultural uses of militant educational projects developed in the second half of the 1970s in the PALOP, just after independence. Based on a study of the role and impact of transnational circulations and networks of militant solidarity, some of which originated in Brazil and were woven before independence, the presentation aims to contribute to a critical and comparative understanding of a contemporary history of liberation pedagogies in a large area of official Portuguese-speaking countries. Based on the study of informal pedagogical spaces, developed in the existing interstices between new governments, educators and learning populations, I wish to question the places, forms and practices of the political, cultural and memorial construction of the State in the PALOPs just after the liberation struggles and Independences. Using the cases of Guinea-Bissau and Cape Verde, I will develop this comparative analysis of adult literacy, continuing education and popular education, while reaffirming the protagonism of Southern countries in the international circulation of pedagogical knowledge, practices and educational policies during the second 20th century. This approach is part of a comparison of out-of-school pedagogical practices in the different PALOPs, in order to perceive the different degrees of reinvention, and to understand the constitution of a militant imaginary and a transnational vocabulary for revisiting the history of the "Third World" through education. By shifting the focus from the formal school to alternative and multiple pedagogical spaces, we can reach certain political issues and imaginaries constructed outside institutions, and understand the historical importance of actresses and actors who reconfigured their activism as they moved around the world. In this sense, tracing the history of adult literacy and popular education projects developed outside the formal school system in these contexts also means taking an interest in one of the concrete facets of decolonization, based on militant networks on a national, regional and international scale.

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Dates et versions

hal-04874669 , version 1 (08-01-2025)

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  • HAL Id : hal-04874669 , version 1

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Mélanie Toulhoat. Pedagogies of Liberation and Transnational militant circulations in Independent Guinea-Bissau. Ecologies of Movement / Retracing Empire & Resistance, Université autonome de Madrid, Jun 2024, Madrid, Spain. ⟨hal-04874669⟩
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