Solidarity Economy & Countryside Education

an emancipatory dialogical relationship

Abstract

This article examines the relationship between Solidarity Economy and Countryside Education as emancipatory practices. The study aims to understand how these initiatives promote the autonomy of the working classes. Its relevance lies in the need to explore how certain principles, such as participation, dialogue, and self-management, are applied in this context to achieve the emancipation of the oppressed. The qualitative methodology combines field, bibliographic, and documentary research, focusing specifically on an agroecological fair as an example of a solidarity enterprise. The theoretical analysis is based on an understanding of the dynamics of collective organization and the promotion of social emancipation. The results reveal an interdependent relationship between Solidarity Economy and Countryside Education, demonstrating their transformative potential in society by promoting autonomy and community participation. It is concluded that these practices not only offer viable economic alternatives, but also strengthen social cohesion and contribute to the construction of a more just and inclusive society. Finally, this study contributes to the academic debate by highlighting how these practices can be agents of significant social change, influencing public policies and community development strategies.