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From Consciousness Raising to Popular Education in Latin America and the Caribbean

Latin America and the Caribbean have a long tradition of innovative approaches to nonformal education for economically and politically subjugated adults.' Consciousness raising and, more recently, popular education are examples of such a tradition. This article documents the ways in which popular education has emerged and what is known about its efficacy in the region during the last decade. It begins with a brief discussion of consciousness raising that is based primarily on Paolo Freire's influence. That section ends by providing several reasons why consciousness raising has been criticized and ultimately combined with other interventions (primarily the economic and political organization of the poor) and why it now exists as an important component of what is termed "popular education." Following a discussion of the characteristics and origin of popular education, I describe participatory-investigation activities as the typical first step beyond consciousness raising, linking the latter to popular-education strategies. I then offer an assessment of what is known about popular education's accomplishments relative to its goals and aspirations.