In Brazil, public school has been characterized as attended mainly by children, youth and adults from the lower economical and social classes. An increasing participation of teacher from those same classes is also worth mentioning. At the same time, speaking of lower social class schooling leads us to a long sequence of failures which, in many ways, have prevented students from experiencing school as a significant place to increase their knowledge. In this context, it is important to face the challenge of designing public school as a school for popular education rather than for lower-class students. This makes us question the relationship between this perspective shift and the configuration of the pedagogical dynamics.
Popular education; Pedagogical dynamics; Dialog; Difference; Emancipation