Barefoot on the Ground One Also Learns to Read campaign:

a context of Learning Community

Abstract

This article aims to discuss the socio-educational spaces of the "Barefoot on the Ground One Also Learns to Read campaign, as places of political and cultural formation belonging to a Learning Community context. To do so, as methodological procedures, we used narratives of the campaign formers in conjunction with documental sources such as the "Popular Culture Report and Bare Foot on the Ground (1963) and the proposal for the creation of the Informal Means of Education project" (1961). In order to interpret the sources, we use the concept of Learning Community (TORRES, 2003) and of the educational act as a political act (FREIRE, 1987, 2006). From the analysis, we understand that, in the  Barefoot on the Ground One Also Learns to Read campaign, the learning takes place in addition to the classrooms, that is, in of the socio-educational spaces  with the creation of cultural squares, popular libraries, museums and art galleries that are consistent with the principles a Learning Community in the educational process, perceived as a political act interconnected with the cultural context.