Researching popular pre-university courses: an analysis of academic papers (2020-2025) through the perspective of popular education

Abstract

Popular preparatory courses (“cursinhos populares”) emerge as a response to historical educational inequalities in Brazil. This article aims to map and analyze the main thematic axes of research on popular preparatory courses, in light of the theoretical framework of popular education, taking the work of Paulo Freire as its main interlocutor. To this end, the theoretical-methodological contributions of bibliographic research were employed, considering the following databases: the Brazilian Digital Library of Theses and Dissertations (BDTD), the CAPES Journal Portal, and the Scientific Electronic Library Online (SciELO), covering the period from 2020 to 2025. The thematic axes identified were: i) Student trajectories; ii) Teaching experiences and teacher education; iii) Ethnic-racial issues and anti-racist practices; iv) Organization and student retention; v) Teaching contents, strategies, and specific resources; vi) Popular education and social movements. The results reveal a diversity of approaches within the field of study, as well as fundamental tensions and contradictions — such as the challenge of student dropout and the need for a more rigorous relationship between theory and practice. They also highlight the need for training and professional preparation for work in the field, self-criticism, and the development of theoretical perspectives capable of reconciling preparation for university entrance examinations with the political education of students.