206 results on '"Freire, Paulo"'
Search Results
2. Jornalismo educomunicativo: questões de formação e decolonialidade.
- Author
-
Virgínia MOREIRA, Sonia and ALVES PEREIRA, Antonia
- Subjects
- *
JOURNALISM , *CITIZEN journalism , *DECOLONIZATION , *COMMUNICATION in education , *TRAINING , *THEORY of knowledge , *LIBERTY - Abstract
This article considers journalism as social emancipation to address issues of decoloniality. It is based on research on the socialization of knowledge, citizen journalism and educommunicative skills. The theoretical-methodological framework resorts to educommunication as an epistemology of the South, to Paulo Freire's dialogical communication, to Mario Kaplún's educational communication and to journalism as an element of social emancipation, mobilizing documental analysis as a method. The text is divided into four parts: the contextualization of educommunication, aspects of training and the perspective of decoloniality in journalism courses, educommunicative skills and pedagogical practices in educational territories that encourage journalistic work in the decolonial process. [ABSTRACT FROM AUTHOR]
- Published
- 2023
3. Harmonizing Practice-Based and Social Justice Approaches to Teacher Education: Toward a Framework of SJ-PBTE
- Author
-
Doherty, Kristin
- Subjects
Social justice -- Social aspects ,Teachers -- Social aspects ,Education -- Social aspects ,Education - Abstract
The relationship between practice-based teacher education (PBTE) and teacher education oriented toward social justice (SJTE) has been debated by teacher educators and researchers for some time, and still today the contention persists. Many teacher educators have a goal of supporting preservice teachers (PSTs) enact instructional practices that are high-leverage and equity-oriented; however, as practice-based approaches have been adopted, some have questioned the compatibihty between PBTE and SJTE. While some scholars believe PBTE and SJTE are inherently dichotomous, others have used them in tandem. This paper argues tensions between PBTE and SJTE have roots in reductive dichotomies of theory and practice and in differing conceptualizations. The paper presents a conceptual framework that builds on social foundations for supporting PSTs in developing a critical lens to apply in their enactment of justice-oriented, practice-based approaches, bridging the gap between equity in theory and practice. Key words: teacher education, instructional practices, equity, social justice, practice-based teacher education, social justice teacher education Introduction, Teaching oriented toward social justice can create more humanizing experiences and increased opportunities to learn for students in school. Understanding how to prepare preservice teachers (PSTs) for this in the [...]
- Published
- 2022
4. Voz das vitimas: a discursividade critica em Dussel e o mecanismo de consulta da Convencao no 169 da OIT/Victims' voice: critical discursivity in Dussel and the consultation mechanism of ILO Convention no 169
- Author
-
Caldas, Josiane and Cozero, Paula Talita
- Published
- 2021
- Full Text
- View/download PDF
5. Deconstruire la recherche en education en contextes de racialisation: Debusquer le racisme epistemologique
- Author
-
Thésée, Gina
- Subjects
Canadians -- Social aspects ,Racism -- Social aspects ,Education -- Canada ,Education - Abstract
Taking into account the International Decade for People of African Descent (2015-2024; ID-PAD) declared by the UN, and through media coverage in 2020 on a global scale of anti-black racist events, the author of this article has chosen to address 'the educational success of African Canadians,' the theme of this special issue of the Canadian Journal of Education, by presenting Canada and Quebec as contexts of racialization, and not only as contexts of immigration. The contexts of racialization and, their corollary, ecosystemic, systematic and chronic racism constitute life paths made up of obstacles and ruptures related to the justice, development and recognition of people of African descent, the central themes of the ID-PAD. In Canada, including in French-speaking Quebec, the academic paths of PAD (African-Canadian people), from preschool to university, turn out to be real obstacles that lead them to stumble, to doubt, to fail. Paradoxically, their success is accompanied by self-doubt, self-shame, withdrawal into oneself, conformity to the hegemonic system, and acceptance of their own muzzling; the fight against systemic racism is, thus, often avoided for fear of the consequences. This is miseducation and institutional racism. In this context, how to approach the notion of 'educational success' of PAD in Canada and in French-speaking Quebec? Based on critical racial theory, this article proposes a theoretical-conceptual reflection that principally concerns educational research by highlighting epistemological racism as a dimension of systemic racism at work in research and teaching. Keywords: context of racialization, International Decade for People of African Descent, miseducation, iceberg of racism, epistemological racism, emancipatory education, transformative education Tenant compte de la Décennie internationale des personnes d'ascendance africaine (2015-2024; DI-PAA) déclarée par l'ONU et de la médiatisation en 2020, à l'échelle mondiale, d'événements racistes anti-Noir[e]s, l'auteure de cet article a choisi d'aborder << la réussite éducative des Afro-Canadiens >>, le thème de ce numéro spécial de la Revue canadienne de l'éducation, en posant le Canada et le Québec comme des contextes de racialisation, et non uniquement comme des contextes d'immigration. Les contextes de racialisation et, leur corollaire, le racisme écosystémique, systématique et chronique, constituent des parcours de vie tissés d'obstacles et de freins à la justice, au développement et à la reconnaissance des personnes d'ascendance africaine, les thèmes centraux de la DI-PAA. Au Canada, incluant le Québec francophone, les parcours scolaires des PPA (personnes afro-canadiennes), de l'éducation préscolaire à l'éducation universitaire, se révèlent un véritable parcours à obstacles qui les amène à trébucher, à douter, à échouer. Paradoxalement, leur réussite est accompagnée de doute de soi, de honte de soi, de repli sur soi, de conformisme au système hégémonique et d'acceptation de leur musellement; la lutte contre le racisme systémique est ainsi évitée, souvent par peur des conséquences. C'est de la << méséducation >> et du racisme institutionnel. Dans ce contexte, comment aborder la notion de << réussite éducative >> des personnes afro-canadiennes? À partir de la théorie raciale critique, cet article propose une réflexion théorico-conceptuelle qui interpelle la recherche en éducation en mettant en évidence le racisme épistémologique. Mots-clés: contexte de racialisation, Décennie internationale des personnes d'ascendance africaine (DI-PAA), méséducation, iceberg du racisme, racisme épistémologique, éducation émancipatoire, éducation transformatoire (1), Introduction << Le paradoxe de l'éducation est précisément cela--que l'on commence à devenir conscient, on commence à examiner la société dans laquelle l'éducation a lieu. >> --James Baldwin L'année 2020 [...]
- Published
- 2021
6. 'Teaching is a learning experience': Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program
- Author
-
Bourke, Alan, Vanderveken, James, Ecker, Emily, Bell, Hayley, and Richie, Kimberly
- Subjects
Adult education -- Social aspects -- Research ,Teaching -- Social aspects -- Research ,Adults -- Research -- Social aspects ,Education - Abstract
This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway. Keywords: post-secondary access, adult learners, low-income student engagement, social justice education Le present article examine des donnees d'entrevues realisees avec le corps professoral dans le cadre d'un programme de partenariat college-communaute a l'intention d'etudiants adultes a faible revenu en milieu urbain. L'etude avait pour but d'explorer la facon dont le corps professoral comprend les divers besoins en apprentissage de ses etudiants et la facon dont il percoit l'efficacite de ses pratiques d'enseignement en ce qui a trait a la conception et a l'offre des cours. Les resultats font ressortir la dynamique centrale de l'enseignement en tant que relation negociee et comme processus d'apprentissage mutuel entre le corps professoral et les etudiants, et les moyens par lesquels le corps professoral s'emploie a creer des environnements de salle de classe captivants et stimulants. Notre recherche s'avere pertinente pour les educateurs qui souhaitent concevoir et offrir des cours dans une perspective de justice sociale afin d'encourager les adultes issus des communautes a faible revenu a poursuivre des etudes postsecondaires. Mots-cles : acces aux etudes postsecondaires, apprenants adultes, faible revenu, engagement des etudiants, education a la justice sociale, Introduction Low-income adult learners in Canadian communities face a wide range of financial and non-financial barriers regarding accessibility to a post-secondary education. Such barriers include socio-economic challenges, unemployment, low rates [...]
- Published
- 2020
7. REFLEXIONES EN TORNO AL PENSAMIENTO DE GRAMSCI Y FREIRE: SUS PUNTOS DE ENCUENTRO
- Author
-
Vivero-Arriagada, Luis
- Published
- 2020
- Full Text
- View/download PDF
8. Intersectionality, Decolonization, and Educating for Critical Consciousness: Rethinking Praxis and Resistance in Education
- Author
-
de Saxe, Jennifer Gale and Trotter-Simons, Bonnie-Estelle
- Subjects
Decolonization ,Education ,Philosophy and religion - Abstract
We are living in a time when scholar and student activists are siphoned within a hegemonic and colonizing university structure that maintains and upholds neoliberalism and whiteness as an ideology. The need to reimagine such spaces has never been more dire. We argue that by interconnecting and complicating the philosophical and conceptual tenets of intersectionality and decolonization, therein lies the potential for university students to grapple with such notions as cognitive dissonance, the dialectics of consciousness, as well as understanding the importance of seeing themselves as being with and within the world. All of these elements encompass praxis and educating for critical consciousness. We discuss that by grounding students' thinking within an interconnected epistemological framework and radical philosophy of educating for critical consciousness, they will be better equipped to challenge their own education, as well as leave the university as agents of resistance and transformation. Keywords: intersectionality, decolonization, critical education, educating for critical consciousness, whiteness as an ideology, Introduction History well-confirms democracy is never guaranteed, even during great movements of people. As such, we are reminded that democracy is never a given, but rather entails an ongoing emancipatory [...]
- Published
- 2021
9. Racial/Ethnic Minority Community College Students' Critical Consciousness and Social Cognitive Career Outcomes
- Author
-
Cadenas, German A., Lynn, Nathalie, Li, Katherine Melo, Liu, Lian, Cantu, Elizabeth Angelica, Ruth, Alissa, Carroll, Sabrina, Kulp, Simeon, and Spence, Tameka
- Subjects
Minorities -- Analysis ,Career development -- Analysis ,College students -- Analysis ,Community colleges -- Analysis ,Business ,Human resources and labor relations - Abstract
A need exists to better understand how racial/ethnic minority students' critical consciousness development in response to marginalization may be involved in their educational and career development. We therefore examined the [...]
- Published
- 2020
- Full Text
- View/download PDF
10. Creating Community from a Physical Distance: Insights and Reflections from a Bilingual Teacher Educator
- Author
-
Soto-Pena, Michelle
- Subjects
Teachers -- Social aspects ,Education - Abstract
Education is an act of love. One may argue however, that because it is such a personal act, it is difficult and nearly impossible to achieve it in an authentic manner beyond the face-to-face interaction of teacher and student. Yet, we now live in a time in which education has been transmitted to a virtual platform. This paper highlights how I navigated the virtual world as a bilingual teacher educator to create community and connection among bilingual teacher candidates (BTCs) as Covid-19 changed the course of life and instruction. I begin by discussing the challenges faced when reimagining how virtual education can serve as a tool to authentically foster critical inquiry, praxis, and transformative education processes for multilingual learners. I then discuss how I utilized Freirean pedagogy as my moral and pedagogical compass to implement a four-phase approach to foster a transformative virtual environment: cultivating online social equality; promoting self-care to protect mental health; engaging in inward connections for learning; and writing the personal as political. Through this process, BTCs cultivated a transformative community built on self-reflection, trust, and shared vulnerabilities., Disquisition The World Imagined I had it all planned out. Over the previous two years, I conceptualized and created a bilingual literacy course for bilingual teacher candidates (BTCs) rooted in [...]
- Published
- 2020
11. Towards a Philosophy of Education for the Caribbean: Exploring African Models of Integrating Theory and Praxis
- Author
-
Thompson, Canute S., Fraser-Burgess, Sheron, and Major, Thenjiwe
- Subjects
Structuralism -- Social aspects -- Analysis -- Models ,Philosophy -- Social aspects -- Analysis -- Models ,Education -- Latin America -- United Kingdom -- South Africa -- Botswana -- Social aspects -- Analysis -- Models ,Social conditions ,Teachers ,Education ,Philosophy and religion - Abstract
This article examines approaches to doing philosophy of education and critiques what the authors regard as overly theorized approaches which fail to take adequate account of the vexing issues and complex realities facing human society. The article posits that philosophy of education must engage the sites of human struggle and provide contextually relevant solutions for how these struggles may be addressed. The study uses as a point of departure the African concepts of Kagisano and Ubuntu and seeks to explore the usefulness of these concepts for the study and application of philosophy of education in the Caribbean. The article then invokes critical theory in conjunction with post-structuralism to relate critical pedagogy to the ethnic and social conditions of the Caribbean and Latin American context. The article purports to represent a departure from philosophical constructs which are defined by western and Eurocentric dominance to one that is contextual and original while at the same time being informed by a long history of philosophical ideas. Keywords: Critical theory, praxis, critical pedagogy, Arica, Caribbean, Introduction There is an overwhelming tide of resistance to what is deemed to be an overly theoretical focus in philosophical reasoning and a concomitant insistence that the ultimate value of [...]
- Published
- 2019
12. Education experiences in the context of the National Policy for Popular Education in Health in the Brazilian National Health System/Experiências de formação no contexto da Política Nacional de Educação Popular em Saúde no Sistema ?nico de Saúde/Experiencias de formación en el contexto de la Política Nacional de Educación Popular en Salud en el Sistema Brasileño de Salud
- Author
-
Botelho, Bruno Oliveira de, Cruz, Pedro Jose Santos Carneiro, Bornstein, Vera Joana, David, Helena Maria Scherlowski Leal, and Lima, Luanda de Oliveira
- Published
- 2021
- Full Text
- View/download PDF
13. Bringing Paulo Freire’s thinking closer to university engineering faculty. The case of the Pernambuco Polytechnic School (Brazil)
- Author
-
Anna Lucia Miranda Costa, María Teresa Vizcarra Morales, and Itziar Rekalde Rodríguez
- Subjects
investigación acción ,evaluación formativa ,Higher education ,Institutionalisation ,business.industry ,investigación-acción ,assessment ,Learning assessment ,educación superior ,evaluación ,mejora educativa ,educational improvement ,formación de profesores ,Formative assessment ,formación del profesorado ,action research ,Action (philosophy) ,enseñanza superior ,higher education ,Pedagogy ,Sociology ,enseñanza politécnica ,business ,Freire, Paulo ,teacher education - Abstract
[ES] Este artículo presenta una investigación sobre la evaluación del aprendizaje que se realizó en una institución de Enseñanza Superior de ingeniería: la Escola Politécnica da Universidade de Pernambuco, Brasil. Se hace referencia a tres fases del estudio y su objetivo es describir aquellas fases en las que más claramente han interactuado las ideas de Paulo Freire en la formación del profesorado, y recoger los efectos que las mismas han tenido sobre su acción. En el estudio han participado 5 docentes, cuya inquietud les dispuso a construir y poner en práctica una metodología de evaluación del aprendizaje de perspectiva formativa y emancipadora, a través de la inves-tigación-acción en la que se han utilizado diferentes técnicas, tales como: entrevistas, diario de la investigado-ra, cuestionario, y análisis documental. Los resultados subrayan tres fases claves en las que se ha podido iden-tificar con claridad la influencia de las ideas freireanas, a saber: durante el abordaje de la cultura institucional y evaluativa de la Universidad, al dialogar sobre el nuevo enfoque formativo y emancipador para las prácticas de evaluación y, finalmente, al tratar la evaluación formativa y emancipadora en la actualidad en la escuela poli-técnica. Las conclusiones sugieren que la iniciativa llevada por el grupo de docentes dispuesto a promover la mejora del aprendizaje de su alumnado, ha transformado la institución en un espacio favorable a la innova-ción educativa. La institucionalización de encuentros pedagógicos promovidos por el grupo investigador se asume como un efecto de las ideas de Freire sobre la acción del profesorado. [EN] This article presents a research about learning assessment that was conducted at an institution of higher edu-cation in engineering: the Escola Politécnica da Universidade de Pernambuco, Brazil. The work refers to three phases of the study and aims to describe the action-research phases in which Paulo Freire's ideas have most clearly interacted in teacher training, and to record the effects that these have had on his action. Five teachers participated in the study, who built and implemented a methodology for evaluating learning from a training and emancipatory perspective. All of this has carried through action-research using different tech-niques, such as: interviews, the researcher's diary, a questionnaire and documentary analysis. The results high-light three key phases in which it has been possible to clearly identify the influence of Freirean ideas: tackling with the institutional and evaluative culture of the University, discussing the new formative and emancipatory approach to evaluation practices and, finally, dealing with formative and emancipatory evaluation at present in the polytechnic. The conclusions suggest that the initiative taken by the group of teachers willing to promote the improvement of their students’ learning has transformed the institution into a favourable space for educa-tional innovation. The institutionalisation of pedagogical meetings promoted by the research group is as-sumed to be an effect of Freire’s ideas on the action of teachers.
- Published
- 2021
14. Paulo Freire’s influences on the Brazilian University Extension Policy
- Author
-
Viana de Oliveira, Loryne
- Subjects
Brasil ,Enseñanza superior ,Extensión universitaria ,Freire, Paulo ,Siglo XX-segunda mitad ,Politicas públicas - Abstract
Segundo o Fórum de Pró-Reitores das Instituições Públicas de Educação Superior Brasileiras, extensão universitária é um processo capaz de estabelecer a troca entre saberes acadêmicos e populares, que produzem conhecimento enquanto resultado do confronto com a realidade brasileira e regional, e promovem a democratização do conhecimento acadêmico com participação efetiva da comunidade na Universidade. A construção conceitual da extensão na realidade brasileira se dá a partir de um amálgama de perspectivas educacionais. O presente texto enfoca a interface entre a construção de um conceito latino-americano de extensão universitária e a adesão aos preceitos educativos freireanos a partir das experiências extensionistas da primeira metade da década de 1960 no Brasil e a posterior influência na conformação da Política Nacional de Extensão Universitária Brasileira. According to the Brazilian Public Institutions of Higher Education’s Pro-Rectors’ Forum, university extension is a process capable of establishing an exchange between academic and popular knowledge, which occurs as a result of the confrontation with the Brazilian and regional reality and promotes the democratization of the academic knowledge with effective community participation at the University. A conceptual construction of extension in the Brazilian reality takes place from a merge of different educational perspectives. The present text focuses on an interface between the construction of a Latin American concept of university extension and the adherence to Freirian educational precepts from the extension experiences of the first half of the 1960s in Brazil and the subsequent influence on the conformation of the National Policy for Brazilian University Extension. Fil: Viana de Oliveira, Loryne. Universidade Estadual de Campinas; Brasil.
- Published
- 2022
15. The Leader-Investigator: Using Leadership Studies as a Model for Conscientization Through Adaptive Leadership, the Four Frames Approach, Giving Voice to Values, and the Competing Values Framework
- Author
-
Moen, Donald
- Subjects
Neoliberalism -- Analysis ,Education ,Philosophy and religion - Abstract
The topic of conscientization has been much explored in academic literature in a variety of contexts. What is less present in the conscientization literature are models of leadership that can inform implementation of conscientization in a more structured manner. This paper explores how four leadership models are relevant to educational leaders interested in implementing conscientization: Adaptive Leadership, the Four Frames Approach, GivingVoice to Values, and the Competing Values F ramework. If neoliberalism is to be combatted in education, then the language of neoliberals needs to be co-opted for the benefit of democratic education. By using Business Administration style models in the argument for conscientization, democratic educators have a common ground in which to present democratic ideas., Introduction If I only I did what I can do, I wouldn't do anything --Jacques Derrida as cited in Giroux, 2013, para. 47 As neoliberalism, or serving the needs of [...]
- Published
- 2017
16. Wer spricht und wer wird gehört? Plädoyer für die Achtung von Mehrsprachigkeit im Sprachenunterricht
- Author
-
Fritz, Birgit
- Subjects
Mehrsprachigkeit ,Educational activities ,Erziehung, Schul- und Bildungswesen ,Erwachsenenbildung ,Language lessons ,Adult training ,Multilingualism ,Macht ,Education ,Bildungssoziologie ,ddc:370 ,Erwachsenenbildung / Weiterbildung ,Migration background ,Österreich ,Dialogue ,Monolinguism ,Immigrant background ,Freire, Paulo ,Migrationshintergrund ,Language teaching ,Dialog ,Einsprachigkeit ,Adult education ,Sprachunterricht ,Bildungsarbeit ,Power ,Austria - Abstract
Nach Paulo Freire ist das "echte" Wort der Veränderung verpflichtet. Es besteht immer aus Aktion und Reflexion. Unterdrückung hingegen definiert er als Monolog, der den Dialog ersetzt. Im aktuellen Sprachenunterricht in Österreich werde Menschen aber Sprache "beigebracht" - so die zentrale Kritik im vorliegenden Beitrag -, ohne daran interessiert zu sein, was sie zu sagen haben, und ohne sie tatsächlich sprechen zu lassen. Insbesondere im Sprachunterricht mit Menschen mit Migrationserfahrungen werde oft rasch versucht, diese Menschen "einzugliedern" und anzupassen, damit sie "partizipieren" können. Dass sie selbstverständlich eine oder mehrere andere Sprachen sprechen, oft auch kompetent darin sind, in anderen Schriften als der unseren zu schreiben, und insgesamt über biographische Erfahrungen verfügen, die sich uns entziehen, werde dabei ignoriert. Es bräuchte vielmehr Begegnungsräume auf menschlicher Ebene, wo ein Aufeinander-Zugehen erlebbar wird. Dazu bedürfe es aber auch eines flexibleren Bildungssystems, das sich inhaltlich auf das tatsächliche Leben ausrichten kann, anstatt asynchronen Lehrplänen zu folgen. (DIPF/Orig.) According to Paulo Freire, the "real" word is committed to change. It is always action and reflection. On the other hand, he defines oppression as a monologue that replaces dialogue. As language instruction is currently provided in Austria, people are frequently "taught" a language - the main criticism voiced in this article - without any interest being shown in what they have to say and without actually letting them speak. Especially in language instruction for people with experience of migration, it is frequently attempted to "integrate" these people rapidly and help them adjust so they can "participate". That they speak one or more other languages as a matter of course, are often competent at writing in other scripts than ours and on the whole have biographical experiences that elude us is ignored. There is a need for spaces for human encounters where people can experience how to approach one other. This requires a more flexible educational system that is organized according to real life in terms of content instead of following an asynchronous curriculum. (DIPF/Orig.)
- Published
- 2022
17. ‘Political literacy’ in South Africa
- Author
-
Anne Harley and Zamalotshwa Thusi
- Subjects
south africa ,Informal education ,Erziehung, Schul- und Bildungswesen ,Erwachsenenbildung ,media_common.quotation_subject ,Adult training ,Civic education ,Context (language use) ,%22">Linke ,Apartheid ,Observation of teaching ,Adult educator ,Authoritarianism ,Literacy ,Education ,Politics ,Adult education ,ddc:370 ,paulo freire ,Adult education teacher ,Erwachsenenbildung / Weiterbildung ,Südafrika ,Politische Bildung ,Sociology ,political literacy ,Freire, Paulo ,media_common ,lcsh:LC8-6691 ,Citizenship education ,lcsh:Special aspects of education ,Political class ,Unterrichtsbeobachtung ,%22">Südafrika ,Gender studies ,Linke ,Political education ,political illiteracy ,authoritarian left ,Snowball sampling ,Fachdidaktik/sozialkundlich-philosophische Fächer ,Erwachsenenbildner ,Demokratische Bildung ,Informelle Bildung - Abstract
Research over the last few decades has supported the contention that ‘there are different literacy practices in different domains of social life ….[and] these change over time’ (Hamilton, Tett, & Crowther, 2012, p.3). In this article, the authors use ‘political literacy’, as conceived by Paulo Freire, as a theoretical lens through which to consider non-formal education in the changing context of South Africa. After considering the influence of Freire’s thinking in the black consciousness (BC) movement in South Africa during the 1970s, the authors consider a current BC-aligned non-formal education intervention in Freedom Park, a township outside Johannesburg, drawing on research conducted in 2018. This used snowball sampling and qualitative data collection methods, including observation of a ‘political class’ currently run in the community. They found that, in contrast to ways in which Freire was used in the BC movement in the anti-Apartheid struggle, the ‘political class’ leaned towards what Freire termed the authoritarian left. (DIPF/Orig.)
- Published
- 2020
18. Video digital na educação
- Author
-
Souza, Karla Isabel de, Amaral, Sergio Ferreira do, 1954, Soares, Ismar de Oliveira, Horta, Patricia, Maher, James Patrick, Universidade Estadual de Campinas. Faculdade de Educação, Programa de Pós-Graduação em Educação, and UNIVERSIDADE ESTADUAL DE CAMPINAS
- Subjects
Freire, Paulo, 1921-1997 ,Educação ,Tecnologia ,Vídeo digital ,Tecnology ,Digital video ,Narrativas - Recursos audiovisuais ,Narratives - Audio-visual aids ,Freire, Paulo ,Education - Abstract
Orientador: Sergio Ferreira do Amaral Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Esta investigação busca, através da narrativa audiovisual, aproximar a educação das novas tecnologias. A ferramenta tecnológica visada é o vídeo digital. A linha pedagógica seguida é a de construção de conhecimento, de Paulo Freire, junto com uma adequação didáticometodológica da educomunicação. As discussões metodológicas partem de estudos dos conceitos de narrativa audiovisual retirados de Jesús García Jiménes e de Francisco García García. Cada um dos elementos da narrativa audiovisual (a morfologia, a narratividade, a pragmática, a retórica, a poética e a multimídia) é discutido e pensado sob uma perspectiva da educação. O modelo de narrativa audiovisual é demonstrado com análises de produções de estudantes e educadores que demonstram, na prática, como pode ser o uso dos componentes da narrativa audiovisual em sala de aula. E, por fim, faz-se uma discussão pedagógica sobre a aplicação na prática, dentro da sala de aula, discussão feita a partir dos teóricos da construção do conhecimento e da educomunicação. Abstract: The investigation looking through the audio-visual narrative align the education of new technologies, technological tool used is digital video, which have technical characteristics that can be incorporated in the teaching work. The online teaching is followed in the construction of knowledge by Paulo Freire, followed by a position teaching methodology of the Educommunication. Discussions are based on methodological studies of the concepts of audio-visual narrative, retired Jimena de Jesus Garcia Garcia and Francisco García are the morphology, the narrative, pragmatic, rhetoric, poetry and multimedia. Each of the elements of fiction has specific theorists who are used, has examples of analysis productions of students and teachers who Demonstration in practice as can be the use of components of classroom audio-visual narrative. Finally, a pedagogical discussion on the implementation in practice in class, using the theory of building the knowledge and the Educommunication. Doutorado Ciências Sociais na Educação Doutor em Educação
- Published
- 2021
19. Revista iberoamericana de educación
- Author
-
Carlos Sánchez-Valverde Visus
- Subjects
Value (ethics) ,sistema educativo ,Brasil ,media_common.quotation_subject ,Economic shortage ,General Medicine ,oprimidos, pedagogía, ontología, izquierda, Brasil, esperanza ,Human being ,lcsh:Education (General) ,language.human_language ,Maturity (psychological) ,historia de la educación ,Transcription (linguistics) ,estructura social ,language ,Sociology ,Portuguese ,lcsh:L7-991 ,Freire, Paulo ,Humanities ,media_common - Abstract
Esta colaboración ofrece una revisión, realizada por el propio Freire y desde su propia palabra en 1994, de la vigencia de la Pedagogía del oprimido, en el marco de una conferencia-coloquio organizada por la ONG Infancia Viva y celebrada el 4 de julio de ese año en Barcelona (España). Su importancia radica en el hecho de que Paulo Freire aprovechó para hacer un recorrido por su pensamiento, compartiendo cómo esa obra significa la madurez de su pensamiento, superando algunas carencias de obras anteriores (sobre todo de La Educación como práctica de la libertad) y poniendo en valor sus aportaciones ontológicas y epistemológicas. Y también, en cómo desde un diálogo abierto con el público, expresó sus opiniones sobre cuestiones de tipo más socio-político (la crisis de la izquierda, la situación en Brasil, etc.), como ser humano que lee el mundo. La transcripción del portugués (o mejor dicho, del "portuñol", como él mismo nos aclaró), la adaptación y las anotaciones incorporan también algunos elementos de una entrevista que el autor pudo hacerle de manera informal en aquellas fechas. El resultado final del texto fue revisado por el mismo Freire.
- Published
- 2018
20. Tendencias pedagógicas
- Author
-
Ester Caparrós Martín and Mayka García García
- Subjects
Balance (metaphysics) ,ética ,media_common.quotation_subject ,integración social ,igualdad de oportunidades ,sistema de valores ,Democracy ,Epistemology ,justicia ,Normative ,Sociology ,Freire, Paulo ,integración escolar ,media_common - Abstract
Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza Se vincula el pensamiento de Paulo Freire sobre la ética y la educación liberadora con la noción de educación inclusiva. Desde un enfoque pedagógico, se identifican cuáles son los valores y los principios de la política y la práctica inclusiva, se analiza su naturaleza y su sentido. Se considera que la ética, como sostiene Freire, es «inseparable de la práctica educativa», porque alude a la responsabilidad que tenemos para crear en convivencia un mundo más justo y democrático. Desde la ética freireana se analiza qué valores se promueven para la consecución de una educación respetuosa, democrática y equitativa que respete las diferencias. Se propone además una serie de éticas que sustentan esos valores que reflejan cada una de las cualidades pedagógicas que se consideran que ha de tener la educación inclusiva: la ética de la diferencia, la ética de la convivencia, la ética de la justicia, la ética del cuidado, la ética de la crítica, la ética de la profesionalidad y la ética comunitaria. Por último, se plantean una serie de reflexiones que posibiliten equilibrar el respeto por lo singular y lo común. En definitiva, se trata de una apuesta esperanzadora que pretende reflejar la esencia de la ética como un modo de cultivar una educación respetuosa, democrática y equitativa que respete las diferencias desde su inherencia humana. ESP
- Published
- 2021
21. Revisiting Popular Education in Paulo Freire’s centenary
- Author
-
Lucio-Villegas Ramos, Emilio Luis and Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social
- Subjects
método activo ,Community education ,Paulo Freire ,cultura popular ,Activity method ,Educación popular ,Métodos activos ,Métodos de investigación ,Educational trends ,historia de la educación ,Educación comunitaria ,Freire, Paulo ,Tendencias educativas ,Research methods ,Popular education - Abstract
Con una larga tradición, la educación popular ha sido durante mucho tiempo un referente para las prácticas educativas que pretendían una mayor autonomía para las personas y una sociedad más justa. Los contextos geográficos y conceptuales que señalan su nacimiento y desarrollo son muy variados. En nuestro entorno más cercano, las corrientes de pensamiento y las prácticas ligadas con América Latina, y con especial relevancia para la obra de Paulo Freire, son las que más influencia e importancia han tenido. En este artículo pretendo revisar algunas de las ideas que influyen en el desarrollo de la educación popular, así como las metodologías que le dan forma. En concreto, voy a centrarme en las aportaciones de las teorías de la desescolarización, y de metodologías como la investigación participativa, esencial para una construcción colectiva del conocimiento. En una segunda sección mencionaré algunos aspectos metodológicos que priman la interacción social, el diálogo y la participación. A modo de conclusión, presentaré dos de las críticas más comunes realizadas tanto a la obra de Freire, como a la educación popular – el papel de la escuela como adoctrinadora y la posición de la persona educadora. A partir de ahí, intentaré resaltar la actualidad y relevancia de la educación popular. Popular education has a long tradition as a reference to educational practices looking for people autonomy, and a fairer society. Even both conceptual and geographical contexts that sign its birth and development are varied, in our own context the most important trends are related to Latin-American, with special reference to Paulo Freire’s work. This article is an attempt to review some of the ideas that have influenced the development of the popular education, and the methodologies that shape it. Specifically, I am going to focus on the contributions of the theories of deschooling, and in methodologies as participatory research that is a key element to think on the collective creation of knowledge. In a second section of the article, I will mention the methodological elements that potentiate social relationships, dialogue and participation. As a conclusion, I will present two of the more common critiques conducted either Freire’s work or popular education – the role of the school as indoctrinated, and the role of the educator. Then, I will try to emphasise the relevance of popular education at present time.
- Published
- 2021
22. Concientización y criticismo : aportaciones de Raymond Williams y Paulo Freire a la educación de personas adultas
- Author
-
Lucio-Villegas Ramos, Emilio Luis
- Subjects
Williams, Raymond ,educador ,conciencia de sí mismo ,rol ,teoría crítica ,s. XX ,sentido crítico ,Freire, Paulo ,educación de adultos - Abstract
Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza 2021 es el centenario del nacimiento de Paulo Freire, y también del pensador galés Raymond Williams. El pensamiento de ambos presenta puntos en común: la importancia de la cultura, los fines de la educación (la concientización para Freire o el criticismo para Williams) la insistencia en una educación de personas adultas que sea útil a la emancipación de las personas y las comunidades, la construcción de una sociedad democrática o el papel de las personas educadoras. Ambos han tenido una influencia importante en la educación de personas adultas durante el siglo XX, que perdura a lo largo del XXI, en un entorno marcado por la COVID-19. Por ello, se reflexiona sobre sus aportaciones a la educación de personas adultas que sirvan para afrontar el neoliberalismo presente en las políticas y las prácticas del aprendizaje a lo largo de la vida, y permitan construir una sociedad y una educación más justas, solidarias y democráticas. ESP
- Published
- 2021
23. Repensando a Paulo Freire como pedagogo-educador social: elogio de un quehacer cívico, educativo y cultural (trans)formador
- Author
-
José Antonio Caride Gómez and Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica
- Subjects
s. XXI ,Social Pedagogy ,Latin Americans ,teoría crítica ,media_common.quotation_subject ,Paulo Freire ,Pedagogía social ,Social change ,Media studies ,Educación social ,Witness ,Indignation ,Social pedagogy ,Politics ,Transformative learning ,Cambio social ,Social education ,Humanity ,Sociology ,Critical pedagogy ,sentido crítico ,Freire, Paulo ,Autonomy ,Pedagogía crítica ,media_common - Abstract
Paulo Freire ilumina la pedagogía desde los años cuarenta del pasado siglo. Fue entonces cuando inició su trabajo educativo y social con los pobres que no sabían leer ni escribir, tomando conciencia de las graves carencias formativas de la población adulta. Testigo del tiempo histórico que le tocó vivir en Brasil, América Latina y el mundo, reconociéndose a sí mismo como «substancialmente político y adjetivamente pedagogo», su legado continúa proyectándose en nuevas oportunidades para leer la educación y la vida con una visión socio-política, liberadora y transformadora. Sus pedagogías —del oprimido, la indignación, la autonomía o la esperanza— llegaron para quedarse, abriendo las fronteras de la humanidad a nuevos horizontes para la educación (todas las educaciones), las culturas y las comunidades. Las enseñanzas y los aprendizajes que procuran en, con y para la libertad… tienen la obligación de repensarse críticamente en sus conceptos, teorías y prácticas. Debe hacerse poniendo más énfasis en la Pedagogía Social, sobre la que nunca escribió, y en la Educación Social —a la que apenas nombró— en un momento decisivo para su desarrollo científico, académico y profesional. Lo haremos elogiando el quehacer cívico-político, pedagógico y cultural de Freire, respetando el deseo que expresó al crearse el Instituto que lleva su nombre en São Paulo: «No quiero que me repitan, quiero que me reinventen». Este es nuestro principal objetivo cuando todo indica que sus propuestas, en las palabras y los hechos, abrazan respuestas con las que mejorar el mundo enfermo que habitamos Paulo Freire illuminates pedagogy since the forties of the last century. Witness of the historical time that he had to live in Brazil, Latin America and the world, recognizing himself as «substantially political and adjectively pedagogic», his legacy continues to be projected in new opportunities to read education and life, with a socio-political vision, liberating and transformative. His pedagogies–of the oppressed, indignation, autonomy, or hope–came to stay, opening the frontiers of humanity to new horizons for education (all education), cultures and communities. His teachings and learnings which seek in, with and for freedom… require critical revision of their concepts, theories and practices. It should be done by placing more emphasis on Social Pedagogy, about which he never wrote, and on Social Education–which he barely mentioned–at a decisive moment for his scientific, academic and professional developments. We will do so by praising Freire’s civic-political, pedagog-ical and cultural work, respecting the desire he expressed when the Institute that bears his name was created in São Paulo: «I don't want to be repeated, I want to be reinvented». This is our main objective, when everything indicates that his proposals, in words and deeds, embrace answers with which to improve the sick world we inhabit SI
- Published
- 2021
24. Paraplegic women's emancipation along their vocational pathways: the potential contributions of Freirean, structural and post-structural feminist pedagogies
- Author
-
Pont, Elena and Collet, Isabelle
- Subjects
Erziehung, Schul- und Bildungswesen ,Erwachsenenbildung ,Physical handicap ,Berufslaufbahn ,Adult training ,Vocational rehabilitation ,Berufs- und Wirtschaftspädagogik ,French-speaking Switzerland ,370 Erziehung, Schul- und Bildungswesen ,Feminism ,Education ,Geschlechtsspezifischer Unterschied ,Querschnittsl��hmung ,Gendered and disabling representations ,Poststrukturalismus ,ddc:370 ,Woman ,Qualitative research ,Erwachsenenbildung / Weiterbildung ,Berufliche Rehabilitation ,Schweiz ,Franz��sischsprachige Schweiz ,Autobiografie ,Women ,Frau ,Freire, Paulo ,Gender-specific difference ,Experience models ,LC8-6691 ,Körperbehinderung ,Feminismus ,Querschnittslähmung ,Gender ,Feministische Pädagogik ,Qualitative Forschung ,Special aspects of education ,Adult education ,K��rperbehinderung ,Paraplegic women ,Post-structuralism ,Autobiographies ,Occupational career ,370 Education ,Feministische P��dagogik ,Vocational pathways ,Freirean and feminist pedagogies ,Switzerland ,Französischsprachige Schweiz - Abstract
We have recently completed doctoral research on the reconstruction of their vocational trajectories by paraplegic men and women in French-speaking Switzerland. Based on three female informants' life narratives, we analyse issues of gendered vocational guidance, pathways and identities in paraplegic people's life courses. We shape some empowering experience models and discourses about action, to which our female informants resort on their vocational pathways. A major goal of feminist pedagogies being women's emancipation from structural and personal limitations, our objective is here to point to the potential support that a feminist pedagogical approach could offer paraplegic women in the further development of personal models and discourses of self in the conduct of their educational and vocational life.
- Published
- 2021
25. Repensando la relación con la teoría a propósito de la obra de Paulo Freire
- Author
-
Sierra Nieto, José Eduardo and Vila Merino, Eduardo Salvador
- Subjects
tradicionalismo ,filosofía de la educación ,ética ,teoría de la educación ,COVID-19 ,práctica pedagógica ,Freire, Paulo - Abstract
Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza Con motivo del centenario del nacimiento del pedagogo de Recife, Paulo Freire, se reflexiona en torno a su persona y su obra, reivindicando sus ideas y la importancia del conocimiento teórico de la educación en el contexto de la pandemia global de la COVID-19. Se establecen cuáles son las relaciones con las tradiciones de pensamiento ante la devaluación de la teoría, y otros contenidos culturales, respecto del estudio, la investigación y la docencia, en el terreno de la formación de profesionales de la educación. Se analiza el pensamiento de Freire desde distintas perspectivas histórica, pedagógica, social y cultural, sus referentes e influencias. ESP
- Published
- 2021
26. Freire como pedagogo intercultural : diálogo, alteridad y lectura crítica del mundo
- Author
-
Vila Merino, Eduardo Salvador, Sierra Nieto, José Eduardo, and Álvarez Jiménez, Victoria Eugenia
- Subjects
educación inter-cultural ,s. XXI ,teoría crítica ,integración cultural ,integración social ,sentido crítico ,Freire, Paulo - Abstract
Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza Con motivo del centenario del nacimiento de Paulo Freire, se analiza la educación desde la perspectiva intercultural que emana de su pensamiento reconociéndolo como pedagogo intercultural. Freire atiende a la identidad/es cultural/es del educando y reconoce los valores de la diversidad cultural y lingüística, al tiempo que se debe ser capaz de analizar críticamente las problemáticas socioculturales del contexto del propio proceso educativo. Se identifican los principios pedagógicos de escuela inclusiva con la pedagogía intercultural freireana para, a continuación, desarrollar algunos aspectos de su pensamiento vinculados con esa dimensión. Freire promueve una lectura crítica del mundo que es necesario trasladar a los educandos a través de una educación liberadora y plantea construir un referente intercultural que conceptualiza en un marco relacional, mestizo y fronterizo de las identidades culturales. Por último, recogiendo la consigna freireana de “la lectura de la palabra y del mundo,” se analizan las relaciones de alteridad desde el prisma intercultural. ESP
- Published
- 2021
27. Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology
- Author
-
Valenzano, Nicolò
- Subjects
filosofía de la educación ,influencia ,humanismo ,marxismo ,Freire, Paulo ,antropología de la educación - Abstract
Texto en inglés Título, resumen y palabras clave también en español Título en el sumario de la revista: Influencias marxistas y personalistas en la antropología pedagógica de Paulo Freire Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza Paulo Freire estuvo influenciado por la filosofía marxista y el personalismo de Mounier, tanto en términos de compromiso cívico, por la búsqueda constante de prácticas de emancipación humana, como por algunos aspectos específicos de su pensamiento. Se reflexiona sobre la influencia de estas dos corrientes en el pensamiento de Freire, en su pedagogía antropológica. Se parte de la idea de que, en Freire, el punto de inserción a los problemas pedagógicos es antropológico. Se resaltan los aspectos en común entre Freire y Marx: la dimensión material y corporal de humanidad, su historicidad y el concepto de praxis, emancipación humana y relacionalidad como dimensión constitutiva de la humanidad. También se analizan aspectos del personalismo latinoamericano que influyen en la antropología pedagógica de Freire: la centralidad del ser humano, la noción de existencia encarnada, la humanidad en comunión y la vocación ontológica de ser más. Por último, se distinguen dos áreas de originalidad del pensamiento de Freire y su relevancia: una relacionada con las prácticas educativas, la otra relacionada con la dimensión teórica, en un esfuerzo por sintetizar y reorientar diferentes tradiciones filosóficas, el humanismo personalista y el humanismo marxista, en la dirección de una elaboración pedagógica completa y una práctica educativa innovadora. ESP
- Published
- 2021
28. Tendencias pedagógicas
- Author
-
Luis M. Huerta Charles and Peter McLaren
- Subjects
Just society ,s. XXI ,Equity (economics) ,educación social ,igualdad de oportunidades ,capitalismo ,Cognitive effort ,Environmental ethics ,liberalismo ,Capitalism ,Economic Justice ,justicia ,cambio social ,Political science ,sentido crítico ,Freire, Paulo ,Order (virtue) ,educación cívica - Abstract
Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza Se reflexiona sobre el concepto de esperanza crítica de Paulo Freire, según el cual, a pesar de todas las condiciones de injusticia, exclusión, desigualdad y opresión que el sistema capitalista neoliberal genera, se debe mantener viva la esperanza como el motor de cambio para alcanzar la justicia social. La esperanza crítica requiere un pensamiento crítico para poder comprender el mundo y ser capaces de transformarlo. Según Freire la esperanza por sí misma no es suficiente, sin acción y lucha, se disipa y se vuelve desesperanza. Educar nuestra esperanza es un proceso de esfuerzo cognitivo y de aprendizaje conjunto, que se debe llevar a cabo desde una visión crítica de la realidad para concebir estratégicamente acciones que lleven a alcanzar la equidad y justicia para todos y todas. ESP
- Published
- 2021
29. Tendencias pedagógicas
- Author
-
Virginio, Alexandre Silva
- Subjects
libertad ,s. XXI ,filosofía de la educación ,crisis de civilización ,democratización ,COVID-19 ,diálogo ,sentido crítico ,Freire, Paulo - Abstract
Texto en portugués Título, resumen y palabras clave también en inglés Título en el sumario de la revista: Educación liberadora y nuevo conservadurismo: la situación actual de Paulo Freire: a atualidade de Paulo Freire Resumen basado en el de la publicación Monográfico con el título: Paulo Freire en su centenario: compromiso, ética y esperanza Se presentan algunas de las concepciones de la educación liberadora y democrática de Paulo Freire que trascienden su valor en el contexto de las sociedades contemporáneas del siglo XXI marcadas por diferentes crisis, en particular la provocada por la pandemia global de la COVID-19. Se distinguen los elementos de estas crisis y se aportan una serie de soluciones en la línea humanista que defendió y practicó Freire, en favor de la inclusión, diversidad y valores de enriquecimiento social. Se realiza una revisión bibliográfica de los conceptos, principios y valores de su pensamiento en su lucha por la emancipación humana y ambiental desde diversas perspectivas: epistemológica, metodológica, pedagógica, ética y política. En el campo de la educación, Freire reivindica el derecho al diálogo (activo) de los sujetos, defiende el derecho a ser sujeto, a afirmar lo que se es y lo que se puede ser. Frente a una sociedad de tradición autoritaria, Paulo Freire defendió un currículo escolar democrático, crítico, imaginativo, abierto e interdisciplinar. La formación humana en la escuela, para Freire, tiene como objetivo la concienciación y la acción social democrática a través de la reflexión, la investigación y la experimentación pedagógicas desde el punto de vista popular. Se concluye la actualidad de la obra de Paulo Freire y su contribución tanto a la crítica social como a la construcción de formas alternativas de pensar y vivir. ESP
- Published
- 2021
30. Educación XX1 : revista de la Facultad de Educación
- Author
-
Jover Olmeda, Gonzalo and Luque Mengíbar, David
- Subjects
educación estética ,corriente pedagógica ,historia de la educación ,política de la educación ,ética ,educación moral ,teoría de la educación ,hermenéutica ,Freire, Paulo - Abstract
Título, resumen y palabras clave en español e inglés Resumen basado en el de la publicación La publicación de Pedagogía del Oprimido supone un hito en la historia y la teoría de la educación que consagra a Paulo Freire como uno de los grandes educadores, a la altura de Jean Jacques Rousseau o John Dewey. Sin embargo, su obra tiene una recepción compleja en Estados Unidos y también en España. Con motivo del 50 aniversario de su primera publicación y debido a esa importancia y a esa difícil recepción, se analizan las relecturas que se hacen de Freire en el siglo XXI, es decir, aquellos puntos a los que los teóricos de la educación vuelven. Para ello, se analizan las obras más importantes del brasileño y, sobre todo, los artículos más relevantes del siglo XXI utilizando una metodología hermenéutica inspirada en los postulados de Kederman y Curren con la pretensión de volver a los autores históricos interesantes, inspiradores y orientadores. De esta manera se observa que las relecturas de Freire tienden a alejarlo de los postulados marxistas para releerlo desde perspectivas pedagógicas y políticas no tan vinculadas a la pedagogía crítica, que se abren a un interés moral y teológico. En consecuencia, aparece un Freire menos ideologizado, con una ductilidad capaz de permitirle inspirar ya no solo las experiencias educativas propias de la pedagogía crítica, sino cualquier práctica educativa. ESP
- Published
- 2020
31. Krisen? Nachdenken über Bildung als Gegenbewegung
- Author
-
Zeuner, Christine
- Subjects
History ,Canada ,Erziehung, Schul- und Bildungswesen ,Bewegung ,Erwachsenenbildung ,Adult training ,Arbeiterbildung ,Emanzipation ,Krisenbewältigung ,Education ,Crisis ,%22">Geschichte ,ddc:370 ,Sustainable development ,Germany ,Geschichte ,Erwachsenenbildung / Weiterbildung ,Emancipation ,Historische Bildungsforschung ,Negt, Oskar ,Deutschland ,Freire, Paulo ,Latitude ,20. Jahrhundert ,Nachhaltige Entwicklung ,Crisis management (psych.) ,%22">Bewegung ,Democracy ,Akademie der Arbeit ,Adult education ,Krise ,Kanada ,Workers' education ,Educational conception ,Bildungskonzept ,Education of workers ,Worker ,Demokratische Bildung ,Bildung ,Demokratie - Abstract
Welche Bedeutung hat Bildung für die Bewältigung gesellschaftlicher Umbrüche und Krisen? Welche spezifischen Bildungskonzepte wurden und werden entwickelt, um gesellschaftliche Krisen zu bewältigen? Um zu zeigen, dass Bildung nicht nur individuelle und vor allem neoliberale Zielsetzungen verfolgen muss, und um zu zeigen, dass vielfältige Denktraditionen in ihren bildungstheoretischen Konzepten und in ihrer praktischen Umsetzung schon seit jeher über eine ökonomische und „neoliberale Verengung“ hinausweisen, greift der vorliegende Beitrag auf die Darstellung und Diskussion zweier historischer Praxisbeispiele der Erwachsenenbildung zurück. Aus Deutschland ist das die „Akademie der Arbeit in Frankfurt am Main“ (gegr. 1921) und aus Kanada die „Antigonish-Bewegung“ bzw. „Antigonish-Movement“ (seit 1928). Im Anschluss wird eine Brücke zu Oskar Negts emanzipatorischer Arbeiterbildung und Paulo Freires kritisch-emanzipatorischem Bildungskonzept geschlagen. Fazit der Autorin: Bildung kann auf unterschiedliche Art und Weise zur Lösung von Krisen beitragen. Sie sollte nicht für funktionale Ad-hoc-Lösungen missbraucht werden, sondern auf langfristige Wirkungen zielen – auf strukturelle und politische ebenso wie auf individuelle und kollektive. (DIPF/Orig.), How important is education in managing social upheavals and crises? What specific educational concepts have been and are being developed to manage social crises? Referring to the presentation and discussion of two historical examples of adult education in practice, this article shows that education must pursue more than just individual and above all neoliberal objectives and that a variety of schools of thought have always transcended an economic and “neoliberal narrowing” in their educational concepts and practical implementation. Germany has Akademie der Arbeit in Frankfurt am Main (founded 1921) and Canada the Antigonish Movement (since 1928). It concludes by forging links to Oskar Negt‘s emancipatory workers‘ education and Paulo Freire‘s critical emancipatory concept of education. The author‘s conclusion: Education can contribute to the resolution of crises in different ways. It should not be misused for practical ad hoc solutions but aim for long-term impacts – structural and political as well as individual and collective ones. (DIPF/Orig.)
- Published
- 2020
32. Lo inagotable como premisa, la libertad como horizonte : pensando y aprendiendo con Paulo Freire
- Author
-
Ribeiro Júnior, Ramon Marcelino and Echeverría, Agustina Rosa
- Subjects
medios de enseñanza ,autor ,libro ,Freire, Paulo ,didáctica - Abstract
Monográfico titulado: “Narrativas, docencia universitaria e investigación educativa” Título, resumen y palabras clave en español e inglés Resumen basado en el de la publicación Se presentan los momentos más importantes del encuentro de sus autores con la obra de Paulo Freire. Se reflexiona sobre temas relevantes del pensamiento educacional freireano y se da respuestas a algunas objeciones que se presenta. El texto se estructura en cuatro bloques claramente diferenciados. ESP
- Published
- 2020
33. Marxist Influences in Psychology
- Author
-
Tuomas Laine-Frigren and Braddick, Oliver
- Subjects
Mérei, Ferenc ,Emancipation ,Psychoanalysis ,emansipaatio ,Alienation ,Marx, Karl ,kommunismi ,marxismi ,Basaglia, Franco ,sosiaalipsykologia ,communism ,Marxist psychology ,liberation social psychology ,vieraantuminen ,alienation ,oppihistoria ,Vygotsky, Lev ,psykologia ,Marxist philosophy ,emancipation ,aatehistoria ,Freire, Paulo ,Communism - Abstract
Marxist ideas influenced and inspired psychological thinking and practice in the 20th century in a range of ways. In different parts of the world, unique versions of Marxist psychology emerged as answers to questions and problems raised by specific historical contexts. As shown in the early 21st century scholarly interventions in Lev Vygotsky studies, the Soviet psychologist’s work was deeply embedded in the sociopolitical, cultural, and ideological context of early Soviet Russia. In countries such as Brazil and Italy, Marxism had a more indirect influence as an emancipatory discourse. In the wider framework of Latin American liberatory ideas and struggles, the educational philosopher Paulo Freire and psychologists Ignacio Martín-Baró and Maritza Montero wanted to increase the autonomy of those in poverty with their radical ideas and practices. In Italy, mental health reformers Franco Basaglia and Franca Ongaro Basaglia wanted to end the social alienation of psychiatric patients by allying with contemporary Italian Marxists and members of other social movements to change institutions from within. In the communist countries of Eastern Europe, psychology and Marxism had a complex relationship. Marxist psychology could be used rhetorically to make psychology somehow safe for socialism, but there were also psychologists who were truly inspired by Marx and used his work to further their wider social and educational agendas. These cases all highlight the importance of the interplay between local, regional, and global aspects in the history of Marxist psychology. Taken together, they show how Marxism has been a discourse utilized for various social, cultural, and scientific ends within psychology. Rather than existing in a purely political form, Marxist ideology and thinking has often manifested in the field as (re)interpretations, traveling ideas, and conceptual hybrids. The history of Marxist psychology can be regarded as a continuous effort to reinterpret and reprocess Marx’s ideas about the human condition. The history of Marxism and psychology also reveals an inner contradiction between control and emancipation, between the ideological aim of molding “collective men” and encouraging individual autonomy. peerReviewed
- Published
- 2020
34. The Liberating Pedagogy of Paulo Freire: The Pertinence of a Latin American Form of Thought Nowadays
- Author
-
Janine Moreira and Carlos Renato Carola
- Subjects
Pensamiento latinoamericano ,corriente pedagógica ,Latin American thought ,filosofía de la educación ,Brasil ,Paulo Freire ,Pedagogía Liberadora ,3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU] ,Contemporaneity ,liberalismo ,historia ,Contemporaneidad ,Pedagogia Libertadora ,pensamiento latinoamericano ,contemporaneidad ,lcsh:Education (General) ,lcsh:LB5-3640 ,lcsh:Theory and practice of education ,Liberating Pedagogy ,Contemporaneidade ,América Latina ,lcsh:L7-991 ,Freire, Paulo ,pensamiento - Abstract
A pedagogia libertadora de Paulo Freire, a despeito de sua ampla divulgação, nem sempre é devidamente compreendida em seus conceitos fundamentais. Para compreender esta teoria em seu potencial revolucionário é premente situá-la em seu local e em seu tempo de nascimento, um país latino-americano nos anos 50 e 60 do século XX, Brasil. Um país como tantos outros situados no “sul do mundo”, vítimas (e sujeitos) do processo colonizador, o qual é o contraponto do processo modernizador, como assinala o filósofo argentino Enrique Dussel. O artigo consiste em uma reflexão teórica que objetiva situar o pensamento educativo freireano no contexto da necessária libertação, assim como refletir sobre sua contemporaneidade após 50 anos de sua formulação, uma vez que nos deparamos com os oprimidos do século XXI, razão pela qual ainda esta teoria se faz atual. La pedagogía liberadora de Paulo Freire, a despecho de su amplia divulgación, ni siempre es debidamente comprendida en sus conceptos fundamentales. Para comprender esta teoría en su potencial revolucionario es necesario ubicarla en su local y en su tiempo de nacimiento, un país latinoamericano en los años 50 y 60 del siglo XX, Brasil. Un país como tantos otros ubicados en el “sur del mundo”, víctimas (y sujetos) del proceso colonizador, el cual es el contrapunto del proceso modernizador, como afirma el filósofo argentino Enrique Dussel. El artículo consiste en una reflexión teórica que objetiva situar el pensamiento educativo freireano en el contexto de la necesaria liberación, así como reflexionar sobre su contemporaneidad tras 50 años de su formulación, una vez que nos deparamos con los oprimidos del siglo XXI, razón por la cual aún esta teoría se hace actual. The liberating pedagogy of Paulo Freire, despite its wide dissemination, has not always been fully comprehended. To understand this theory in its revolutionary capacity, it is urgent to situate it where and when it was born, in a Latin American country, Brazil, during the 1950s and 1960s. As claimed by the Argentinian philosopher Enrique Dussel, Brazil, like many other countries situated in the “south of the world”, has been victim (and subject) of colonization processes which situate themselves on the antipodes of modernity. This article consists of a theoretical reflection that aims to situate the educational thought of Paulo Freire as a quest for liberation, while also seeking to reflect about its contemporary pertinence after 50 years of its first formulation, a pertinence based on the many forms of oppression still operating in the 21st century.
- Published
- 2020
35. The Literacy and Culture Circles (CAC's) of Juiz de Fora (2011 - 2019) : historical and institutional context, Youth, Adult and Elderly Education policies (EJAI) and the political-pedagogical reframing based on Paulo's thought Freire
- Author
-
Lemos, Riza Amaral, 1984, Leite, Sandra Fernandes, 1968, Nunes, Cesar Aparecido, Torres, Mariana Cassab, Universidade Estadual de Campinas. Faculdade de Educação, Programa de Pós-Graduação em Educação Escolar, and UNIVERSIDADE ESTADUAL DE CAMPINAS
- Subjects
Educação de jovens e adultos ,Alfabetização ,Cultura ,Elderly education ,Freire, Paulo, 1921-1997 ,Literacy ,Idosos - Educação ,Culture ,Youth and adult education ,Freire, Paulo - Abstract
Orientador: Sandra Fernandes Leite Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Essa pesquisa teve como objetivo compreender de que modo o pensamento de Paulo Freire é lido e "re-significado" pelos sujeitos no trabalho dos Círculos de Alfabetização e Cultura de Juiz de Fora/MG, no período de 2011 a 2019. A pesquisa foi aprovada pelo Comitê de Ética em Ciências Humanas da Universidade Estadual de Campinas sob o número: 89462318.9.0000.8142 no Certificado de Apresentação e Apreciação Ética ¿ CAAE. Trata-se de uma análise construída com a finalidade de compreender como o pensamento de Paulo Freire, inspirou o trabalho realizado em Juiz de Fora, e se fez presente nas ações desenvolvidas no interior dos Círculos de Alfabetização e Cultura. Os dados foram coletados por meio do levantamento bibliográfico, estatístico e de legislações relacionadas à Educação de Jovens e Adultos, das propostas dos Círculos de Alfabetização e Cultura - CAC¿s e da aplicação de questionários abertos respondidos pelos Gestores, Educadores e Educandos dos Círculos de Alfabetização e Cultura. Para a análise, foram empregados os procedimentos metodológicos da Análise de Conteúdo, propostos por Laurence Bardin (2009) tendo por base o pensamento de Paulo Freire. Os resultados da pesquisa comprovaram que o trabalho dos Círculos de Alfabetização e Cultura constitui-se como de relevância no atendimento aos Jovens, Adultos e Idosos no Município de Juiz de fora, contribuindo para uma formação emancipatória, dialógica e libertadora Abstract: This research aimed to understand how Paulo Freire's thought is read and "re-signified" by the subjects in the work of the Literacy and Culture Circles of Juiz de Fora / MG, from 2011 to 2019. The research was approved by the Human Sciences Ethics Committee of the State University of Campinas under the number: 89462318.9.0000.8142 in the Certificate of Presentation and Ethical Appreciation - CAAE. It is an analysis built in order to understand how the thought of Paulo Freire, who inspired the work done in Juiz de Fora, was present in the actions developed within the Literacy and Culture Circles. Data were collected through bibliographic, statistical and legislation related to Youth and Adult Education, proposals from Literacy and Culture Circles - CAC's and the application of open questionnaires answered by Managers, Educators and Students of Literacy Circles and Culture. For the analysis, the methodological procedures of Content Analysis were used, proposed by Laurence Bardin (2009) based on the thought of Paulo Freire. The results of the research proved that the work of the Literacy and Culture Circles constitutes of relevance in serving Young, Adults and Elderly people in the city of Juiz de Fora, contributing to an emancipatory, dialogical and liberating formation Mestrado Educação Escolar Mestra em Educação Escolar
- Published
- 2020
36. Revista iberoamericana de educación
- Author
-
Simoni Tormöhlen Gehlen and Manuela Gomes Bomfim
- Subjects
Paulo Freire ,Brasil ,ciencias de la naturaleza ,General Medicine ,lcsh:Education (General) ,Ensino de Ciências ,formación de profesores ,educación científica ,Potencial Gnosiológico ,Sociology ,lcsh:L7-991 ,sentido crítico ,Freire, Paulo ,Humanities ,Formação de professores ,conocimiento - Abstract
EnglishSome researches conducted in Brazil, based on Paulo Freire, have discussed about bor-derline situations that teachers of Science have presented in the development of peda-gogical practices. These situations, called Gnosiological Obstacles, are characterized as barriers for teachers to implement a critical curriculum. The objective is to investigate the overcoming of these obstacles manifested by teachers of the Education of Youths and Adults (EJA), who participated in a Formative Process of teachers, in a public school in Ilheus/BA-Brasil. The activities of this training process were structured with reference to the stages of the Freirean Thematic Research, in obtaining Generator Themes. The infor-mation was obtained through videotapes of all the meetings of the Formative Process and analyzed through Discursive Textual Analysis, having as categories: Fear of Freedom, Denial of Epistemological Discontinuity as Genesis, Pretension to Truth and Epistemolo-gical Arrogance. Among the results, it was observed that during the Formative Process teachers presented indicatives of overcoming these Obstacles, mainly in the stages of Legitimation of Hypothesis and Organization of Curricular Programming, signaling to the Gnosiological potential of the Freirean Thematic Approach portuguesAlgumas pesquisas realizadas no Brasil, baseadas em Paulo Freire, tem discutido sobre situacoes limitrofes que professores de Ciencias tem apresentado no desenvolvimento de praticas pedagogicas. Essas situacoes, denominadas de Obstaculos Gnosiologicos, sao caracterizadas como barreiras para que os professores possam implementar um curriculo critico. Objetiva-se investigar a superacao desses obstaculos manifestados por professores da Educacao de Jovens e Adultos (EJA), que participaram de um Processo Formativo de profes-sores, em uma escola publica em Ilheus/BA-Brasil. As atividades deste processo de formacao foram estruturadas tendo como referencia as etapas da Investigacao Tematica Freireana, na obtencao de Temas Geradores. As informacoes foram obtidas por meio de videogravacoes dos encontros do Processo Formativo e analisadas por meio da Analise Textual Discursiva, tendo como categorias: Medo da Liberdade, Negacao da Descontinuidade Epistemologica como Genese, Pretensao a Verdade e Arrogância Epistemologica. Dentre os resultados, constatou-se que durante o Processo Formativo os professores apresentaram indicativos da superacao desses Obstaculos, principalmente nas etapas da Legitimacao da Hipotesee Organizacao da Programacao Curricular, sinalizando para o potencial Gnosiologico da Abordagem Tematica Freireana.
- Published
- 2018
37. Aportaciones de Paulo Freire a la educación intercultural. Un estudio de caso en la Educación Secundaria Obligatoria
- Author
-
Xosé Antón González Riaño and María Verdeja Muñiz
- Subjects
Educational community ,Paulo Freire ,investigación sobre programas de estudios ,igualdad de oportunidades ,Context (language use) ,política ,General Medicine ,diversidad lingüística ,educación intercultural ,Present moment ,lcsh:Education (General) ,educación inter-cultural ,General purpose ,Cultural diversity ,Pedagogy ,Sociology ,Level of analysis ,lcsh:L7-991 ,Freire, Paulo ,Curriculum ,diálogo ,Meaning (linguistics) - Abstract
La finalidad general de nuestra investigación es sintetizar las aportaciones de la pedagogía de Paulo Freire a la educación intercultural y estudiar las posibilidades de aplicación al sistema educativo. La investigación está planteada desde una perspectiva cualitativa y completada con un estudio de caso. En un primer momento realizamos un análisis de una parte seleccionada de la obra escrita de Freire y establecemos las líneas básicas de lo que sería su sensibilidad intercultural. En otro plano de análisis realizamos un estudio de las materias del currículo de la ESO en Asturias en su dimensión intercultural. Las aportaciones de la pedagogía de Paulo Freire nos han permitido identificar retos que la diversidad cultural plantea al currículo asturiano. El estudio de caso en el centro educativo pone de manifiesto que, para llevar a cabo verdaderas propuestas de educación intercultural, sería necesario que existieran unas condiciones previas que tienen que ver, entre otros, con los siguientes aspectos: la existencia de una infraestructura organizativa y conceptual en el centro en la que toda la vida académica se “interculturalice”, la necesidad de asumir con convicción el sentido educativo y social de la enseñanza secundaria y desarrollar un modelo de enseñanza comprensiva, apostar por un modelo de currículo en el que tenga cabida la diversidad cultural del alumnado. Todo ello, además, en un contexto en el que el alumnado tenga igualdad de oportunidades para desarrollarse desde un punto de vista social, cultural y educativo.
- Published
- 2018
38. Worldviews of urban Iroquois faculty: a case study of a Native American resource program
- Author
-
Hollowell, Mary Nix and Jeffries, Rhonda Baynes
- Subjects
Anthropology/archeology/folklore ,Ethnic, cultural, racial issues/studies ,History ,Literature/writing - Abstract
INTRODUCTION AND CONCEPTUAL FRAMEWORK Too many times, in Rapid City and other cities where there is a high concentration of Native Americans, the schools' expectations of the students are that [...]
- Published
- 2004
39. The problem of knowledge imposition: Paulo Freire and critical systems thinking
- Author
-
Mejia, Andres
- Subjects
Knowledge management -- Research ,Computers ,Psychology and mental health ,Knowledge management ,Research - Abstract
Two different ways can be distinguished in which the problem of imposition of knowledge has been addressed by Paulo Freire's radical educational proposal: (1) through an examination of formal aspects of the interactions in which knowledge is produced and/or reproduced--the problem of interactions--and (2) through the provision of critical tools with which the validity of any proposed knowledge can be questioned--the problem of validity. In that proposal, these strategies appear represented by Freire's notions of dialogue--on the side of interactions--and critical consciousness--on the side of validity. There appears, however, a tension between them, as the critical tools provided to question validity and develop a critical consciousness might go against the beliefs held by the students whose reasoning autonomy is to be developed, making it necessary to manipulate interactions and therefore promote a non-genuine dialogue. In critical systems thinking, the ways in which knowledge imposition occurs or is prevented through the use of both boundary critique--represented in Ulrich's CSH--and critical pluralism--represented in Jackson's TSI--are analysed in relation to the use of the same or similar strategies to those found in Freire's work, and to the tension between them. Copyright © 2004 John Wiley & Sons, Ltd. Keywords knowledge imposition; validity; pedagogy; interactions; critical systems thinking, INTRODUCTION Arguably most critical approaches establish a central relationship between criticality and the problem of imposing knowledge. More specifically, two of the functions of criticality would be to reveal the [...]
- Published
- 2004
40. Building text sets from the Notable Books for a Global Society lists
- Author
-
Kurkjian, Catherine, Livingston, Nancy, and Siu-Runyan, Yvonne
- Subjects
Education ,Languages and linguistics ,Research - Abstract
Brazilian critical theorist Paulo Freire spoke not only of learning to read the word but also of learning to read the world (1985). This involves the ability to see the [...]
- Published
- 2003
41. A Cure for Narration Sickness: Paulo Freire and Interdisciplinary Instruction
- Author
-
Warner, Connor K.
- Subjects
Pedagogy of the Oppressed (Nonfiction work) -- Study and teaching ,Teaching methods -- Study and teaching ,Teachers -- Study and teaching ,Education ,Philosophy and religion - Abstract
In his seminal work Pedagogy of the Oppressed, Paulo Freire (2000) argued that 'Education is suffering from narration sickness' (p. 71), that students were plagued by an education that intended [...]
- Published
- 2012
42. Propuesta desde un encuentro de ideas pedagogicas: Rousseau y Freire
- Author
-
Arrieta Molina, Jeannette
- Published
- 2002
43. The odd couple: Freire and the InTASC teacher education standards
- Author
-
Mikulec, Erin and Miller, Paul Chamness
- Subjects
Teachers -- Study and teaching ,Education -- Study and teaching ,Education ,Philosophy and religion ,Council of Chief State School Officers -- Study and teaching - Abstract
Introduction The climate of education in the 21st century has become one of accountability and standardization. In this climate, teachers are expected to not only be experts in their content, [...]
- Published
- 2012
44. The Freirian model--a place in health promotion and education
- Author
-
Ickes, Melinda J.
- Subjects
Medical personnel -- Training ,Public health -- Analysis ,Physical fitness -- Analysis ,Health ,World Health Organization - Abstract
When considering a framework to guide health promotion professionals, there are many models and theories to choose from. The purpose of this manuscript is to showcase the Freirian Model, and discuss implications it could have on health promotion. Friere's ideas have been directly linked to the concept of health promotion; health and disease are socially determined, therefore collective action and the full participation of learners is critical. The World Health Organization supports empowerment strategies, and considers them prerequisites for health promotion. With continuing focus on community-based participatory research, health promotion professionals should consider the Freirian Model as a worthwhile approach., INTRODUCTION Paulo Freire has been considered one of the most influential thinkers with regards to education in the late twentieth century. Freire's work, including Pedagogy of the Oppressed, has been [...]
- Published
- 2011
45. 'I cannot be passive as I was before': learning from grassroots innovations in Ukraine
- Author
-
Oksana Udovyk
- Subjects
Critical consciousness ,Erziehung, Schul- und Bildungswesen ,Fallstudie ,On line ,Case study ,Freire ,Bewusstseinsbildung ,Education ,Transformation ,Exemplary model ,Bildungssoziologie ,Grassroots ,ddc:370 ,Political science ,Entwicklungsprozess ,Learning process ,Erwachsenenbildung / Weiterbildung ,0502 economics and business ,Pedagogy ,050602 political science & public administration ,Online service ,Recycling ,Consciousness raising ,Case Studies (Education) ,Innovation ,Lernergebnis ,Online-Angebot ,Freire, Paulo ,Euromaidan ,Social movement ,lcsh:LC8-6691 ,Nachhaltigkeit ,lcsh:Special aspects of education ,Learning performance ,05 social sciences ,Soziale Bewegung ,transition ,Protest ,critical consciousness ,0506 political science ,Developmental continuity ,Sustainability ,Ukraine ,Lernprozess ,050203 business & management - Abstract
The study explores learning processes and outcomes inside grassroots innovations that are emerging in post-Euromaidan times in Ukraine. The study analyses the assumption that this non-traditional education space can be adequate for sustainability transition learning and critical consciousness development. First, the study describes, connects, and operationalizes the concepts of critical consciousness, sustainability transition, and grassroots innovations. Then, it analyses two cases of grassroots innovations (two online sharing platforms), using these operationalized concepts. The results show that learning and critical consciousness development inside grassroots niches are much more connected to previous experience, such as participation in the protest event Euromaidan, than to inner niche learning interactions. While, the online platforms keep alive some of the aspirations that motivated people to become a part of the Euromaidan protest. In this sense, such grassroots innovations keep the values and priorities of the participants “alive” and ensure that the critical consciousness that was acquired does not simply slide backwards. Do shocking events like Euromaidan protest have to happen in order to accelerate learning about values of solidarity and responsibility, as well as to develop critical consciousness needed for sustainability transition? Despite the impossibility to completely answer this question, this study gave some tips, suggesting components of critical conscious development needed for this type of learning¾dialog, reflection, action, leading to increase in efficacy and agency.
- Published
- 2016
46. Wer partizipiert an wessen Bildung? Einsatzpunkte einer universalismuskritischen Bildungstheorie
- Author
-
Mai-Anh Boger
- Subjects
Emancipation ,Educational theory ,Developing country ,Erziehung, Schul- und Bildungswesen ,media_common.quotation_subject ,Theory of education ,Emanzipation ,Discourse ,Recht auf Bildung ,Bildung ,Education ,ddc:370 ,Bildungstheorie ,Political science ,Menschenrechte ,Entwicklungsland ,Human rights ,Weltgesellschaft ,Bildungsorganisation, Bildungsplanung und Bildungsrecht ,Partizipation ,Allgemeine Erziehungswissenschaft ,Diskurs ,Freire, Paulo ,Developing Countries ,media_common ,Oppression ,Education theory ,Pedagogics ,Participation in education ,Right to education ,Gender studies ,Participation Rate ,World society ,Pädagogik ,Postkolonialismus ,Unterdrückung ,Zugang ,Sciences of education ,Bildungsbeteiligung - Abstract
In vorliegendem Beitrag wird das Menschenrecht auf Bildung in seiner Relation zu pädagogischen Partizipationsbegriffen ausgehandelt und aus einer universalismuskritischen Perspektive betrachtet. Dazu wird zunächst die Unterscheidbarkeit und Unterscheidung zwischen einerseits emanzipatorischen und andererseits unterdrückerischen, falschen Universalismen mit verschiedenen post-/dekolonialen Theoriezugängen betrachtet (1). Sodann wird ausgeführt, was dies für ein pädagogisches Verständnis von Partizipation bedeutet (2). Nach dieser vorbereitenden Begriffsarbeit wird sich der Leitfrage gewidmet, wer ein Recht auf Partizipation an welcher/wessen Bildung hat und wer - von falschen Universalismen eingefangen - auf assimilatorische Weise genötigt wird, an einer Bildung teilzuhaben, die er sich nicht ausgesucht hat (3). (DIPF/Orig.), This paper examines the human right to education in its relation to pedagogical understandings of participation and scrutinizes claims of universality. From a post- and decolonial perspective it is questioned whether it is possible, and if yes, how it is possible to discern false and oppressive universalisms from emancipatory universalisms, that must be defended (1). After elaborating a pedagogical concept of participation (2) the consequences of these philosophical and political thoughts for an engaged pedagogy are examined (3): Who has a right to participate in which educational settings? Which understanding of education/Bildung is open to whom? Who is forced to participate in a form of Bildung he has not and would not freely submit to? (DIPF/Orig.)
- Published
- 2019
47. Tabanque : revista pedagógica
- Author
-
Isidore Mutayongwa Mituga and Ediciones Universidad de Valladolid
- Subjects
Gender equality ,education.field_of_study ,Population ,igualdad de oportunidades ,educación de adultos ,Adult literacy ,proyecto ,Political science ,alfabetización ,Dialectica interpretation ,Pedagogía ,Congo RP ,desarrollo comunitario ,education ,Humanities ,Freire, Paulo ,Social policy - Abstract
espanolEn Kabare, una jefatura de Republica Democratica del Congo, la poblacion vive en pobreza extrema causada por el analfabetismo, la marginacion de la mujer por la estructura social patriarcal, la guerra, la ausencia de politica social del gobierno y la falta de iniciativa y formacion de la poblacion. Este proyecto pretende cambiar esa estructura mediante el empoderamiento de la poblacion por la alfabetizacion que de inicio a un proceso de desarrollo comunitario donde se concretan la igualdad de genero, el incremento de la produccion para solucionar los problemas que asfixian a las familias. Para eso, la alfabetizacion estara enfocada en la pedagogia problematizadora de Paulo Freire basada en la dialectica teoria-practica que se concreta por los debates, reflexiones, critica de la realidad social, acciones comunes y evaluaciones para eliminar la dicotomia entre lectoescritura y vida real, esta trampa en la que los programas de alfabetizacion de adultos suelen caer. EnglishIn Kabare chiefdom in Democratic Republic of Congo, the population is languishing in extreme poverty as a result of the marginalization of women by the patriarchal social structure, illiteracy, war, lack of social policy of the government, lack of initiative and training of the population. The goal of this project is to weaken the aforementioned social structure by the people empowerment through literacy training that initiates a process of community development that concretizes gender equality and productive output to solve the problems that suffocate families. For that, literacy will be imbued with the pedagogy of problems, set up by Paulo Freire, and based on the dialectic theory-practice. It is concretized by reflective-critical debates on the social reality, actions-evaluations, in order to eliminate dichotomy between literacy and real life, this trap to which adult literacy programs generally succumb
- Published
- 2019
48. Aula de innovación educativa
- Author
-
Rogero Anaya, Julio and Sanz Díaz, Francisco
- Subjects
centro de enseñanza ,sentido crítico ,Freire, Paulo ,pensamiento - Abstract
Resumen basado en el de la publicación Se describe cómo una de las funciones esenciales de los centros educativos y de la educación es la alfabetización en la lectura del mundo en que vivimos. Lo decía muy bien Freire: se trata de aprender a leer el mundo para poder comprometernos en su transformación. Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; biblioteca@educacion.gob.es ESP
- Published
- 2019
49. Recortes de uma vida de intervenção inspirada em Paulo Freire
- Author
-
Alberto Melo
- Subjects
EDUCATION ,FREIRE, PAULO ,EDUCAÇÃO ,Education - Published
- 2019
50. Repensar la historia escolar en diálogo con Paulo Freire
- Author
-
Moreno Parra, Jesús, Márquez García, María Jesús, and Rivas-Flores, Jose Ignacio
- Subjects
Historias de VIda ,Paulo Freire ,Tertulia dialogica ,Freire, Paulo - Abstract
En la presente comunicación planteamos una experiencia de formación llevada a cabo en un grupo del grado de Primaria, a partir de la lectura del libro de Paulo Freire “Cartas a quién pretende enseñar”, en diálogo con los relatos de experiencia escolar del alumnado. Este diálogo tuvo lugar a través de una tertulia en torno a esta obra de Freire como una actividad vinculada al análisis de sus relatos de experiencia. A través de este diálogo surgieron focos importantes para interpretar el funcionamiento de las instituciones escolares y el valor de la educación para la transformación del mundo, de los sujetos y de la sociedad. Estos focos emergen de la reflexión del alumnado a través del diálogo en la tertulia. Estos fueron: Del amor y su ausencia, De la escuela tradicional en la actualidad (repetir para memorizar, memorizar para reproducir), de la lectura instrumental y la lectura de su escuela y De los miedos y la valentía de no quedarse inmóvil ante ellos. En la reflexión compartida se fueron desgranando las experiencias escolares y se les fue dando sentido de cara a un futuro profesional como docente, desde la mirada freireana. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.
- Published
- 2019
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.