Educational interconnections: an analysis of the interfaces between popular, contextualized, rural, indigenous, quilombola and socio-environmental education

Abstract

Popular education, as advocated by Paulo Freire, aims to organize the working class. Contextualized education adapts teaching to cultural diversity, while rural, indigenous, and quilombola education integrates traditional knowledge into curricular frameworks. This study aims to present the interfaces of popular, contextualized, rural, indigenous, quilombola, and socioenvironmental education. To achieve this, a bibliographical and qualitative methodology was adopted, primarily grounded in scientific studies. The results emphasize the connection of these educational forms to class struggles, opposing the bourgeois lifestyle and promoting inclusion. The ideas of Paulo Freire and Marx exert influence on these approaches. Contextualized, rural, indigenous, and quilombola education adapts to cultural and socioenvironmental realities, respecting beliefs. These educational interfaces foster solidarity, autonomy, and dialogue. Moreover, social movements play a crucial role, influencing public policies aimed at educational objectives. It is concluded that an appropriate pedagogy for these interfaces values cultural identities, transcends hierarchies and rigid models, with a vision of change and hope.