Coletivos juvenis das periferias e o movimento emergente de Educação popular em/nas/com as redes

Abstract

In recent years, with technological advances and the speed of information, young people from the outskirts have been (re)inventing themselves more and more, especially when we think about the multiple possibilities and opportunities in social networks, which have proven to be a powerful sociocultural artifact for learning and resistance. Through networks, youth collectives seek digital and insurgent citizenship to confront discriminatory discourse and amplify their historically silenced voices, revealing a collective and participatory human formation in which the multiple languages of networks become instruments for the construction of identities and social practices, wherein we defend the thesis of Popular Education in/on/with networks from an organic and emergent perspective. From this perspective, in this thesis, we ask: How do youth collectives from the outskirts build Popular Education in/on/with networks? The objective is, therefore, to investigate the construction of Popular Education in/on/with networks by youth collectives from the outskirts. For the theoretical framework, we use the perspective of digital citizenship by Di Felice (2009, 2010, 2013, 2021, 2022) and Castells (1989, 1996), the reflection on insurgent citizenship by Holston (2008, 2013), youth collectives by Pais (1993, 2003) and Dayrell (2007), the movement of Popular Education by Paulo Freire (1991) and Brandão (1981, 1982, 1985), as well as network learning by Siemens (2004, 2008). We propose a qualitative research methodology, with approaches of hybrid ethnography on 7 profiles of youth collectives from the outskirts of Rio de Janeiro, São Paulo, and Ceará, on the social network Instagram. From this perspective, we encountered two categories: Insurgent citizenship practices and social practices in/on/with networks, with subcategories: Social Activism, Life Stories and Empowerment, Community and Solidarity Network, and Local Histories; and Narratives of digital citizenship, with subcategories of Cultural Resistance and Stereotype Denunciation. In this thesis, therefore, we conclude that through hybrid social practices, the strengthening of the ideas of Popular Education in/on/with networks emerges in an emergent, organic, and authorial manner, in a mobile and ubiquitous perspective, allowing youth collectives the ability to transit – through various screens, networks, spaces/times, and cultures, thus advancing studies in Popular Education from a deterritorialized perspective and making networks a territory of hope for the potentialization of struggles, denunciations, as well as social events.