Estado do conhecimento sobre educação não formal e educação popular: críticas ao neoliberalismo na educação

Victor Julierme Santos da Conceição; Kamylla Raulino da Silva Kremer

doi:10.1590/SciELOPreprints.17687

##article.authors##

Victor Julierme Santos da Conceição Universidade Federal de Santa Catarina https://orcid.org/0000-0002-4026-1040
- Conceptualization
- Data Curation
- Formal Analysis
- Funding Acquisition
- Investigation
- Methodology
- Project Administration
- Resources
- Software
- Supervision
- Validation
- Visualization
- Writing – Original Draft Preparation
- Writing – Review & Editing
Kamylla Raulino da Silva Kremer Universidade Federal de Santa Catarina https://orcid.org/0000-0002-9001-1883
- Formal Analysis
- Resources
- Conceptualization
- Data Curation
- Methodology
- Investigation
- Funding Acquisition
- Project Administration
- Writing – Review & Editing
- Writing – Original Draft Preparation
- Software
- Supervision
- Validation
- Visualization

DOI:

https://doi.org/10.1590/SciELOPreprints.17687

Keywords:

Non-formal Education, Popular Education, Privatización in Education

Abstract

In a society facing complex and dynamic challenges, non-formal education—which transcends the boundaries of formal education, overcomes content fragmentation, and enhances students’ creative capacities—has gained strength and national prominence. This article aims to present the production of knowledge in scientific journals, dissertations, and theses on non-formal education and popular education within a context marked by the advancement of neoliberal policies in Brazilian public education. The study examined scientific productions developed between 2014 and 2025 in the field of Education. A total of 17 dissertations, 14 theses, and 16 articles from CAPES journals were selected. The analyzed research reveals that neoliberalism has deepened the precarization of public education through privatization and the expansion of public-private partnerships. In contrast, non-formal and popular education stands out as a plural space of resistance. Given these findings, further field studies are suggested to understand the formative process and educational practice in non-formal education spaces promoted by the public sector.

Downloads

Download data is not yet available.

Author Biographies

Victor Julierme Santos da Conceição, Universidade Federal de Santa Catarina

Professor do Programa de Pós-graduação em Educação da Universidade Federal de Santa Catarina; Doutor em Ciências do Movimento Humano pela Universidade Federal do Rio Grande do Sul.

Kamylla Raulino da Silva Kremer, Universidade Federal de Santa Catarina

Supervisora de ensino da Secretaria municipal de educação de Florianópolis/SC; Mestre em Educação pela Universidade Federal de Santa Catarina; Doutoranda em Educação pela Universidade Federal de Santa Catarina.