Search

A reflection on the case of an NGO co-founded by the author, which had to be closed down following severe failures generated by the misuse of feminist and participative methodologies and the financing system for such organizations. This analysis takes into account feminist and participative methodologies through which the organization was funded, it reviews the failures and proposes considerations with respect to the use of these methods. Methodology: This article considers the personal experience of the author as a researcher and co-founder of the NGO, and presents a bibliographic review of the subject, supporting the ideas presented. Conclusions: Participative methodologies emerge as a way to “give voice” to historically marginalized communities and seek approaches that are more closely committed to social justice. Nevertheless, from an NGO perspective, there are newer risks in practice, especially with financing. It is important to consider these risks and decide on the future growth and financing goals beforehand in order to avoid falling into these common traps. Originality: This reflection is relevant since it is an understudied subject that can have serious implications with regards the beneficiaries of NGOs and the researchers involved., Faz-se uma análise das metodologias participativas a partir do caso de uma ONG (da que a autora fez parte) que foi liquidada devido a graves falhas resultantes dos riscos de uso destas metodologias e do sistema de financiamento deste tipo de organizações. A análise considera as metodologias feministas e participativas com as que se fundou a organização, revisam as falhas que se geraram e propõem considerações frente ao uso destes métodos. Metodologia: Escreve-se o artigo a partir da experiência pessoal da autora como membro e cofundadora da ONG e de uma revisão bibliográfica conforme temáticas tratadas que dão suporte às ideias que se apresentam. Conclusões: As metodologias participativas surgem como uma forma de “dar voz” a comunidades historicamente marginalizadas e procuram aproximações comprometedoras com a justiça social. No entanto, o trabalho em uma ONG gera na prática novos desafios, especialmente relacionados com o financiamento. Portanto, é importante considerar previamente estes desafios e decidir as metas de crescimento e financiamento a futuro, para assim evitar cair nestas falhas comuns. Originalidade: Esta análise resulta relevante devido a que é um tema pouco explorado e que pode ter graves implicações tanto para populações beneficiárias da ONG como para os pesquisadores envolvidos., Se hace un análisis de las metodologías participativas a partir del caso de una ONG (de la que la autora hizo parte), que tuvo que ser liquidada debido a graves fallas resultantes por los riesgos de uso de estas metodologías y el sistema de financiamiento de este tipo de organizaciones. El análisis tiene en cuenta las metodologías feministas y participativas con las que se fundó la organización, se revisan las fallas que se generaron y se proponen consideraciones frente al uso de estos métodos. Metodología: El artículo se escribe a partir de la experiencia personal de la autora como miembro y cofundadora de la ONG y de una revisión bibliográfica acorde a las temáticas tratadas que dan soporte a las ideas que se presentan. Conclusiones: Las metodologías participativas surgen como una forma de “dar voz” a comunidades históricamente marginadas y buscan aproximaciones comprometedoras con la justicia social. Sin embargo, el trabajo en una ONG genera en la práctica nuevos retos, especialmente relacionados con la financiación. Por lo tanto, es importante considerar previamente estos retos y decidir las metas de crecimiento y financiación a futuro, para así evitar caer en estas fallas comunes. Originalidad: Este análisis resulta relevante debido a que es un tema poco explorado y que puede tener graves implicaciones tanto para poblaciones beneficiarias de ONG como para los investigadores involucrados.

Problem-Based Learning is a pedagogical methodology that seeks to develop competent, self-directed, independent-thinking, solution-oriented and pragmatic students, using methods that involve practical problem solving. It is a direct challenge to the conventional teaching methods that are centred on the instructor who directs the theoretical learning process involving minimum student participation. It is also associated with the transformation of education into a vehicle for social justice, political and economic building of a democratic state – a phenomenon referred to in the literature as the sustainable learning environment. The research was based on a Critical Emancipation Research paradigm, using Participative Action Research (PAR) as a research method. It applied a case study research design to study how PBL can be effectively implemented within higher education institutions. It was conducted at Tshwane University of Technology (TUT), Faculty of Arts among graphic designing students. Data was mainly qualitative and was collected through observation, focus group discussions and structured questionnaires. Data was analysed using narrative analysis, critical discourse analysis, thematic analysis and frequency analysis. PBL, as noted, had various advantages, including making students more competitive in the job market, being good team members and having quality technical, interpersonal and strategic competences. The study also concluded that PBL, because of its focus on problem solving, interaction within diversity and a better comprehension of real-world challenges, had a high appeal in the development of a sustainable learning environment and contributing to social justice and transformation. Due to its many benefits, it was recommended that PBL should be implemented at TUT. The study recommended a nine-step process in the implementation of PBL. It further recommended that an Integrated PBL model was the best form as it enabled students to benefit from both the a, National Research Foundation (NRF)