A Popular Education experience for teacher training at the University: natural sciences, dialogues, questions and participation

Abstract

We introduce a systematization of our praxis as teachers of the practices of the Biology Teacher Degree (UNLu), in which we carry out an approach based on Latin American Popular Education (PE).
We frame this work theoretically-methodologically in the Systematization of Popular Education Experiences. We defined a temporary cut; we historically rebuilt our practices; we retrieved class schedules, student productions and collective balance records. The axes of analysis for the characterization of the central aspects of our practice were: knowledge dialogue, interpellation for critical reflection and transformation of practices, real participation and approaches of biological issues from PE.
We develop the analysis of those axes, and describe, exemplify and analyze the tensions found in the development of the courses. We were able to identify aspects to transform, such as delving into the social and political context in which the residences are inserted, and working explicitly from decolonizing perspectives. Also, we revalue the way we organize ourselves horizontally within our team, without pyramidal decision-making structure and a priori definition of roles, a formative aspect for the members and consistent with our proposal.