This research addresses how thematic Popular Education in Simón Rodríguez (1771-1854)
and Antonio Carneiro Leão (1887-1966), intellectuals in Latin America. The basic question
that guided the research process can be summarized in the following question: in the context
of structuring the nation-states of Latin America, how the intellectuals Simón Rodríguez and
Antonio Carneiro Leao thought Popular Educational? As hypotheses, we understand that: 1)
These intellectuals weave fragile wires that assisted in the meaning of the concept of Popular
Education presently, either through negation or the defense of principles that currently
permeate the conceptualization of Popular Education, though the meaning attributed to
Popular Education by them in that time do not correspond exactly to this meaning; 2) Simón
Rodríguez and Antonio Carneiro Leão, even from different places, one in Venezuela, one in
Brazil, expressed in his works thoughts with certain similarities regarding the idea of Popular
Education in Latin America. Based on the question and hypotheses presented was adopted as
a general objective: to analyze, through the comparative study of social thought and
decolonial theory, the formulations of Popular Education in Simón Rodríguez and Antonio
Carneiro Leão, with a view to its relationship with the context of Latin American. As specific
objectives, were defined: a) to contextualize the whole works of Simón Rodríguez and
Antonio Carneiro Leão, emphasizing the writings on education, particularly the statements
that deal with the idea of Popular Education; b) to place the thought of the authors in
historical context more general in their countries; c) to analyze the theoretical concepts of
Simón Rodríguez (as example of Venezuelan thought) and compare them with the theoretical
conceptions of Antônio Carneiro Lion (an example of Brazilian thought), to verify which
convergent and divergent points on the idea of popular education; d) to understand the
implications of the Popular Education proposal of Simón Rodríguez and Antonio Carneiro
Leão for the Latin American educational movement. The theoretical-methodological research
is based on the Cultural History (social representations and struggles representations), in
Intellectual History (collective memory, mental utilizations), and Decolonial Theories
(Externality). Preliminary results show that Simón Rodríguez and Carneiro Leão when
pointed in the nineteenth and early twentieth century the need for cultural appreciation of the
popular classes approach significantly conceptions of popular education nowadays. Also
indicate a similarity between the Spanish-American and Luso-Brazilian colonial reality
approaching these conceptions. Protected the historical nuances of the countries where were
born and lived the authors studied, it was found that these comprehend education as an
essential instrument for overcoming colonization and therefore consolidation of political,
economic and culture independence of the continent. As you go into the work of the authors,
under look even governed by Decolonial Theory, we identified that Liberalism, Positivism
and Racial Theories produced in the Western Europe substantiated the intellectual thought of
Simon Rodriguez and Antonio Carneiro Leão, but took on other dimensions to be thought
among the experiences of the authors in the American continent. Sensitive to the suffering of
a mixed population who could no longer live outside the parameters of modernity, these
authors, highlighting education as a necessary instrument for political liberation, economic
and cultural development of Latin America, they defend, in theory and in practice, an
education project to be able to safeguard the Venezuelan and Brazilian of marks left by
colonization.
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