47 results on '"Liberation Pedagogy"'
Search Results
2. Conceptualizing and Reimagining the Future of Inclusive Education in the UAE
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Meda Lawrence, Efthymiou Efthymia, AlHammadi Muna, Williams Cara, and Fteiha Mohamed
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differentiating instruction ,special education ,inclusive education ,special needs ,diversity ,liberation pedagogy ,Education - Abstract
The current study explored how students in various universities across the United Arab Emirates (UAE) conceptualized inclusive education and views of the future with participation from twenty-one pre-service teachers from different universities within the UAE. Data collection consisted of an open-ended questionnaire and semi-structured interviews analyzed using a qualitative case study within an interpretive paradigm. Results indicated that students unanimously conceptualized inclusion from a holistic point of view and projected the future to be associated with a higher level of differentiated instruction. However, the conditions of the Education Act and the results were not in agreement with the premise of liberation pedagogy, as students with special needs reverted to a passive state and adopted a dependent relationship with the teacher. In conclusion, teachers’ motivation was faith in humanity, the rejection of fatalism, and the belief that all learners can actively participate in the transformation of the world by participating in liberation pedagogy, which caters to the diverse needs of students in present and future environments.
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- 2023
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3. Latin American green criminology
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Goyes, David Rodriguez
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- 2023
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4. An interview with Dr Christine Ballengee-Morris.
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Edson, Rachael
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ART teachers ,ART education ,PHILOSOPHY of education ,MENTORING in education - Abstract
This interview transcription with Dr Christine Ballengee-Morris explores her journey in art education, beginning with her childhood experiences and leading to her distinguished career as an educator, mentor and advocate for integrated curriculum. The conversation touches on her early exposure to art through family traditions, her pivotal decision to transition from accounting to art education, and the influential figures and experiences that shaped her educational philosophy. Dr Ballengee-Morris reflects on her commitment to collaboration, storytelling and Indigenous ways of knowing, emphasizing the importance of relationships in the educational process. The interview also delves into her legacy, the meaningful mentorships she has experienced, and her encounters with Paulo Freire, providing insights into her teaching philosophy influenced by liberation pedagogy. The interview captures a narrative of passion, resilience and a commitment to transformative education. [ABSTRACT FROM AUTHOR]
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- 2023
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5. The life and educational philosophy of Dr Christine Ballengee-Morris: A pioneer in art education.
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Edson, Rachael M.
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ART teachers ,PHILOSOPHY of education ,ART education ,PROGRESSIVISM - Abstract
Dr Christine Ballengee-Morris is a renowned art educator, author and researcher whose contributions have significantly impacted the field of art education. Dr Ballengee-Morris has dedicated her life to empowering her students to explore and express their artistic voices. This article explores Dr Ballengee-Morris's life, educational philosophy and legacy as a pioneering figure in the world of art education. Through a phone interview, on 27 January 2023, we discussed her childhood, career trajectory and inspirations in art education. We also examine her views on progressivism and the role of experience and activity in education. [ABSTRACT FROM AUTHOR]
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- 2023
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6. انسان دانشگاهی و بردگی آکادمیک.
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شقایق نیک نشان
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SLAVERY - Abstract
Copyright of Journal of Education (JEDUS) is the property of Shahid Chamran University of Ahvaz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2023
- Full Text
- View/download PDF
7. When They See Us: Using Texts of Affirmation in the Global Literature Classroom
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Hemmy, Kirsten, Hemmy, Kirsten, editor, and Balasubramanian, Chandrika, editor
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- 2022
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8. De la pedagogía de la liberación a la pedagogía decolonial. Contribuciones desde el pensamiento de Pablo Freire.
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MÉNDEZ REYES, Johan
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DECOLONIZATION , *LIBERTY , *EDUCATIONAL attainment , *TEACHING , *BANKING education , *THOUGHT & thinking , *PRACTICAL politics , *HERMENEUTICS , *IMPERIALISM - Abstract
This study is part of the tradition of historizing ideas in our America initially in its main authors who, due to their contributions, allow us to consider them essential to continue rethinking about the problems that are still present in our societies at a political, social and educational level. Indeed, the pedagogy of liberation proposed by Freire (1982) invites us to carry out a profound reading on the struggle for an education for freedom that affects the structures of power and domination and gives way to decolonial spaces of resistance and struggle against the coloniality of knowledge. In this sense, the purpose of this research is to analyze the pedagogy of liberation to reveal the contributions of Freire (1993) to decolonial pedagogy, from a hermeneutic methodology it is sought to interpret various sources that allow us to approach the most significant contributions of pedagogy developed in the author and find the bases and foundations for a decolonial thought. It is concluded that it is in the political where the pedagogical is gestated and it is in the pedagogical where politics is made for both individual and collective liberation against any order of domination so that the peoples can organize themselves, from a decolonial pedagogy, and in this way transform the political structures that still subdue and oppress it. [ABSTRACT FROM AUTHOR]
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- 2023
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9. Critical Faculty and Peer Instructor Development: Core Components for Building Inclusive STEM Programs in Higher Education.
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von Vacano, Claudia, Ruiz, Michael, Starowicz, Renee, Olojo, Seyi, Moreno Luna, Arlyn Y., Muzzall, Evan, Mendoza-Denton, Rodolfo, and Harding, David J.
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NATIVE Americans ,TEACHER development ,FIRST-generation college students ,HIGHER education ,SOCIAL classes - Abstract
First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on critical faculty and peer instructor development as targets for inclusive STEM education. These practices, especially when deployed together, have the potential to disrupt the unseen but powerful historical forces that perpetuate STEM inequalities, while also positively affecting student-level proximate factors, especially for historically marginalized students. [ABSTRACT FROM AUTHOR]
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- 2022
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10. Education in the Neoliberal Period (1983–Present)
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Janak, Edward, Rud, A. G., Series Editor, and Janak, Edward
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- 2019
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11. Taking bell hooks on zoom: Embodying feminist pedagogy in a graduate theological classroom.
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Dhala, Mahjabeen and Johnson, Sheryl
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PEDAGOGICAL content knowledge , *WOMEN'S studies , *RELIGIOUS education , *FEMINISM education , *DISTANCE education - Abstract
What does feminist pedagogy look like online? Is it even possible? This article describes intentionally incorporated many aspects of embodied feminist pedagogy into the Women's Studies in Religion online learning community during the semester when the seminar was taught online due to the COVID‐19 pandemic. This essay shares techniques for and trials and triumphs in taking specific aspects of bell hooks's engaged critical pedagogy to an online classroom format. The authors assert that, despite the absence of physical bodies and a physical classroom, such feminist pedagogies can apply to and thrive in an online graduate theological classroom. [ABSTRACT FROM AUTHOR]
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- 2021
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12. The Pedagogics of Liberation
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Dussel, Enrique, Backer, David I., and Diego, Cecilia
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philosophy of education ,liberation pedagogy ,Argentina ,Latin America ,pedagogy ,decoloniality ,ethical philosophy ,bic Book Industry Communication::1 Geographical Qualifiers::1K The Americas::1KL Latin America ,bic Book Industry Communication::H Humanities::HB History::HBT History: specific events & topics::HBTR National liberation & independence, post-colonialism ,bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education - Abstract
"Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation — and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel’s The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel’s thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel’s ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher–student, politician–citizen, doctor–patient, philosopher–nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be “lo Mismo.” [The French in Levinas is “le Même,” and Backer and Diego have translated Dussel’s “lo Mismo” as “the Same.”] This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. “Pedagogics” should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel’s pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general."
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- 2019
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13. Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic.
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Carlson, Mary and LaBelle, Jeffrey
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SPECIAL education schools , *CHILDREN with disabilities , *LIBERATION theology , *CATHOLIC education , *INCLUSIVE education - Abstract
This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God's children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to assist school leaders in the development of appropriate pedagogy and programming to address the issue of inclusion of students with disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
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14. Introduction: Imagining the Postcolonial
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Lavia, Jennifer, Mahlomaholo, Sechaba, Lavia, Jennifer M., editor, and Mahlomaholo, Sechaba, editor
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- 2012
- Full Text
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15. Rethinking Education in South Africa: Amplifying Liberation Pedagogy
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Nkoane, Milton Molebatsi, Lavia, Jennifer, Lavia, Jennifer M., editor, and Mahlomaholo, Sechaba, editor
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- 2012
- Full Text
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16. Cultura de paz desde las aulas. Un encuentro entre Potter y Freire.
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Barrera, Alida Chaparro
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- 2018
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17. Race, pre-college philosophy, and the pursuit of a critical race pedagogy for higher education.
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Fitzpatrick, Melissa and Reed-Sandoval, Amy
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HIGHER education ,RACISM in education ,COLLEGE teachers ,CRITICAL race theory ,EDUCATIONAL equalization - Abstract
This article seeks to explore ways in which pre-college pedagogical resources - particularly Critical Race Pedagogy (CPR) developed for high school students, as well as Philosophy for Children (P4C) - can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore (a) how P4C can both learn from, and be put to the service of, CRP, and (b) how this provides a useful framework for philosophical conversations about race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States. [ABSTRACT FROM AUTHOR]
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- 2018
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18. Performing Empowerment: Revisiting Liberation Pedagogy in Eve Ensler’s The Vagina Monologues
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Davis, Todd F., Womack, Kenneth, Davis, Todd F., and Womack, Kenneth
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- 2006
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19. Filosofía para hacer las paces con niñas y niños. Un estímulo para la creatividad.
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París-Albert, Sonia
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CHILDREN & philosophy , *CREATIVE ability in children , *CREATIVE thinking , *EDUCATIONAL planning , *CURRICULUM , *COGNITION in children , *CRITICAL thinking in children - Abstract
Banking pedagogy has always enjoyed a privileged position at schools. However, current societies demand alternative pedagogical models, which promote, on the one hand, greater participation of children, and on the other, dialogues to prompt reflection on topics alien to the contents of the classic school curriculum. According to a descriptive methodology that is based on critical analysis, Freire's liberation pedagogy is retaken in this text with the objective of proposing a philosophy for peace-making with children in order to stimulate their critical, ethical and creative thinking on questions related to peacebuilding and peaceful conflict transformation. So, Philosophy for making peace is understood as a liberation pedagogy that maintains most of the characteristics of the community of philosophical enquiry thought by Lipman and in which creativity has an essential role. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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20. Paulo Freire e os movimentos sociais: ua análise da cojuntura brasileira.
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DE GODOY STÊNICO, JOSELAINE ANDRÉIA and POLATO PAES, MARCELA SOARES
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- 2017
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21. Dos décadas sin el padre de la pedagogía de la liberación.
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"Iñaki" Chaves G., J. Ignacio
- Abstract
Copyright of Revista Kavilando is the property of Kavilando and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
22. Teaching for Social Justice.
- Author
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Brown, Sonia, Blount, Stacye, Dickinson, Charles A., Better, Alison, Vitullo, Margaret Weigers, Tyler, Deidre, and Kisielewski, Michael
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JOB satisfaction ,COMMUNITY college faculty ,VOCATIONAL guidance ,SOCIOLOGY teachers ,MOTIVATION (Psychology) ,SOCIAL justice ,SOCIOLOGISTS - Abstract
This article evaluates the reasons for career choice and job satisfaction among community college faculty who teach sociology, in relation to a social justice motivation for teaching. Using closed- and open-ended response data from a 2014 national survey of community college sociology faculty, this study finds that a preponderance of faculty do not see themselves as pushed into their careers through external factors but, rather, describe being pulled into community college instruction through a set of personally meaningful internal motivations. Those motivations include serving a diverse and underserved student body. Despite difficult working conditions, most faculty indicated that they likely will teach at a community college until retirement and would do so again if they could. Nearly half of sociology faculty discuss their motivations and satisfactions in community college careers in terms that are consistent with a social justice orientation. [ABSTRACT FROM AUTHOR]
- Published
- 2016
- Full Text
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23. La educación en la época de la esclavitud neoliberal: imagen para pensar la institucionalidad pedagógica latinoamericana.
- Author
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Díaz Fernández, José
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NEOLIBERALISM , *SLAVERY , *EDUCATION & politics , *POLITICAL philosophy , *EDUCATION - Abstract
In this article a critical diagnostic of current situation in education will be assayed, from the conjunction of the neoliberal philosophy with political and philosophical education tradition of Latin America, with the aim of establishing and instantiate the question of the role of the teacher (conceived metaphorically as market curator) and the work of the liberation pedagogy in the Latin America present. The research in its broadest context which is base on the political philosophy of education "nuestroamericana", it is proposed to begin a participatory and reflective dialogue to immerse the current discussion in education and politics in a category such as social and academic slavery, always with the imperative to think from and for Latin American. [ABSTRACT FROM AUTHOR]
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- 2016
- Full Text
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24. Avaliação de uma sequência didática com questão sociocientífica na educação CTSA, sob a perspectiva da pedagogia libertadora de Paulo Freire para o ensino de biologia do nível médio
- Author
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Melo, Pedro Nascimento, Nunes Neto, Nei Freitas, Conrado, Dália Melissa, Gehlen, Simoni Tormohlen, Barbosa, Leila Cristina Aoyama, Almeida, Rosileia Oliveira de, and Hussein, Fabiana Roberta Gonçalves e Silva
- Subjects
Educação Científica - Aspectos Sociais ,STSE Education ,Biologia Estudo e ensino (Ensino médio) ,Decisionmaking ,Formação da consciência crítica ,Educação CTSA ,Pedagogia Libertadora ,Ação sociopolítica e socioambiental ,Ciência - Estudo e ensino(Ensino médio ,Socioscientific Issues ,Questões sociocientíficas ,Sociopolitical and socioenvironmental action ,Tomada de decisão ,Liberation Pedagogy ,Ciências Humanas - Abstract
Submitted by Pedro Melo (pedromelo@ufrb.edu.br) on 2021-12-01T22:32:41Z No. of bitstreams: 1 Tese c abstract e ficha.pdf: 3471995 bytes, checksum: 60ad7679a069b30f8ef84f8782362081 (MD5) Approved for entry into archive by Ana Miria Moreira (anamiriamoreira@hotmail.com) on 2021-12-06T14:56:46Z (GMT) No. of bitstreams: 1 Tese c abstract e ficha.pdf: 3471995 bytes, checksum: 60ad7679a069b30f8ef84f8782362081 (MD5) Made available in DSpace on 2021-12-06T14:56:46Z (GMT). No. of bitstreams: 1 Tese c abstract e ficha.pdf: 3471995 bytes, checksum: 60ad7679a069b30f8ef84f8782362081 (MD5) FUNDAÇÃO DE AMPARAO À PESQUISA DO ESTADO DA BAHIA (FAPESB) MELO, Pedro Nascimento. Avaliação de uma sequência didática com questão sociocientífica na educação CTSA, sob a perspectiva da pedagogia libertadora de Paulo Freire para o ensino de biologia do nível médio. 2021. 283 p. Tese de doutorado. Programa de Pós-Graduação em Ensino, Filosofia e História das Ciências, UFBA/UEFS, 2021. No presente estudo assume-se que uma concepção de educação científica fundamentada na proposta problematizadora e libertadora de Paulo Freire e que dialoga com a perspectiva CTSA e o ensino baseado em QSC tem potencial para a formação de cidadãos/cidadãs autônomos/autônomas, capacitados/capacitadas a tomarem decisões informadas sobre questões sociopolíticas e socioambientais e participarem ativamente de uma sociedade democrática e pluralista. O estudo teve como objetivo avaliar o potencial de uma sequência didática (SD) para a promoção do aparecimento de posicionamentos críticos em estudantes do nível médio, sua mobilização para ações sociopolíticas e socioambientais e o seu desenvolvimento ético-moral. Trata-se de um estudo de abordagem qualitativa, orientado pela perspectiva teórico-metodológica design research, durante o qual foram utilizados os tipos bibliográfico e empírico de pesquisa. A pesquisa bibliográfica foi utilizada na construção do quadro teórico de referência que deu suporte a todas as fases do estudo, dando suporte também para análise da natureza e do sentido da educação em algumas perspectivas teóricas apresentadas por Freitag (2007) e Savinai (1988), sustentação da análise da trajetória de Paulo Freire na construção de sua práxis político-pedagógica, compreensão de como esta trajetória foi sendo construída no contexto de suas vivências e diálogos com as várias formas de conhecimento e levantamento dos elementos teóricos que deram suporte ao estudo das aproximações entre sua pedagogia libertadora e problematizadora, a educação CTSA e a educação orientada por QSC. A pesquisa empírica teve como objetivo submeter a SD à análise e avaliação de professores/professoras e/ou pesquisadores/pesquisadoras da área do ensino das Ciências para que estes/estas verificassem o seu potencial para a promoção do aparecimento de posicionamentos críticos nos/nas estudantes. Aos/Às participantes foram enviados por e-mail um questionário para avaliação da SD, o Termo de Consentimento Livre e Esclarecido (TCLE) e o Plano da Sequência Didática (PSD). Concluiu-se que a SD tem potencial para a promoção do aparecimento de posicionamentos críticos no comportamento dos/das estudantes sobre a relação entre o consumo de alimentos pelos seres humanos e a sobrevivência das populações de abelhas, uma vez que apresenta as seguintes características: permite a mobilização de várias áreas do conhecimento humano na abordagem da temática da QSC utilizada; descentraliza o processo de ensino-aprendizagem da figura do/da professor/professora; favorece o diálogo e a socialização entre os sujeito; promove o desenvolvimento de competências no campo do desenvolvimento individual e no campo das relações interpessoais; promove o engajamento crítico dos/das estudantes na resolução de problemas relacionados às relações entre os domínios CTSA e amplia o poder de percepção de um determinado problema. ABSTRACT In the present study, it is assumed that a conception of science education based on the problematizing and liberating proposal of Paulo Freire and one that dialogues with the a STSE perspective and SSI-based teaching has the potential for the formation of autonomous citizens, trained and empowered to make informed decisions on socio-political and socio-environmental issues and to actively participate in a democratic and pluralistic society. The study aimed to evaluate the potential of a didactic sequence (SD) to promote the emergence of critical positions in high school students, their mobilization for sociopolitical and socio-environmental actions and their ethical-moral development. This is a study with a qualitative approach, guided by the theoretical-methodological perspective of design research, during which the bibliographic and empirical types of research were used. Bibliographic research was used to build the theoretical framework that supported all phases of the study, also supporting the analysis of the nature and meaning of education in the theoretical perspectives presented by Freitag (2007) and Savinai (1988). It was also supported in Paulo Freire's trajectory in the construction of his political-pedagogical praxis, understanding of how this trajectory was built in the context of his experiences and dialogues with the various forms of knowledge and surveys of theoretical elements that supported the study of approximations between its liberating and problematizing pedagogy, STSE education and a SSI-oriented education. The empirical research aimed to submit the SD to the analysis and evaluation of teachers and researchers in the field of Science education so that they could verify its potential to promote the emergence of critical positions in students. A questionnaire to assess the SD, the Informed Consent Form (TCLE) and the Didactic Sequence Plan (PSD) were sent to the participants by e-mail. It was concluded that SD has the potential to promote the emergence of critical positions in the behavior of students on the relationship between food consumption by human beings and the survival of bee populations, since it has the following characteristics: it allows the mobilization of various areas of human knowledge in the approach to the theme of the SSI used; it decentralizes the teaching-learning process from the figure of the teacher; favors dialogue and socialization between subjects; promotes the development of competences in the field of individual development and in the field of interpersonal relationships; it promotes the critical engagement of students in solving problems linked to the relationships between the STSE domains and increases the power of perception of a given problem.
- Published
- 2021
25. Avaliação de uma sequência didática com questão sociocientÃfica na educação CTSA, sob a perspectiva da pedagogia libertadora de Paulo Freire para o ensino de biologia do nÃvel médio
- Author
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Melo, Pedro Nascimento, Nunes Neto, Nei Freitas, Conrado, Dália Melissa, Gehlen, Simoni Tormohlen, Barbosa, Leila Cristina Aoyama, Almeida, Rosileia Oliveira de, and Hussein, Fabiana Roberta Gonçalves e Silva
- Subjects
Tomada de decisão ,STSE Education ,Decisionmaking ,Pedagogia Libertadora ,Educação CTSA ,Ciências Humanas ,Ação sociopolÃtica e socioambiental ,Socioscientific Issues ,Biologia Estudo e ensino (Ensino médio) ,Ciência - Estudo e ensino(Ensino médio ,Sociopolitical and socioenvironmental action ,Educação CientÃfica - Aspectos Sociais ,Questões sociocientÃficas ,Liberation Pedagogy ,Formação da consciência crÃtica - Abstract
Submitted by Pedro Melo (pedromelo@ufrb.edu.br) on 2021-12-01T22:32:41Z No. of bitstreams: 1 Tese c abstract e ficha.pdf: 3471995 bytes, checksum: 60ad7679a069b30f8ef84f8782362081 (MD5) Approved for entry into archive by Ana Miria Moreira (anamiriamoreira@hotmail.com) on 2021-12-06T14:56:46Z (GMT) No. of bitstreams: 1 Tese c abstract e ficha.pdf: 3471995 bytes, checksum: 60ad7679a069b30f8ef84f8782362081 (MD5) Made available in DSpace on 2021-12-06T14:56:46Z (GMT). No. of bitstreams: 1 Tese c abstract e ficha.pdf: 3471995 bytes, checksum: 60ad7679a069b30f8ef84f8782362081 (MD5) FUNDAÃÃO DE AMPARAO à PESQUISA DO ESTADO DA BAHIA (FAPESB) MELO, Pedro Nascimento. Avaliação de uma sequência didática com questão sociocientÃfica na educação CTSA, sob a perspectiva da pedagogia libertadora de Paulo Freire para o ensino de biologia do nÃvel médio. 2021. 283 p. Tese de doutorado. Programa de Pós-Graduação em Ensino, Filosofia e História das Ciências, UFBA/UEFS, 2021. No presente estudo assume-se que uma concepção de educação cientÃfica fundamentada na proposta problematizadora e libertadora de Paulo Freire e que dialoga com a perspectiva CTSA e o ensino baseado em QSC tem potencial para a formação de cidadãos/cidadãs autônomos/autônomas, capacitados/capacitadas a tomarem decisões informadas sobre questões sociopolÃticas e socioambientais e participarem ativamente de uma sociedade democrática e pluralista. O estudo teve como objetivo avaliar o potencial de uma sequência didática (SD) para a promoção do aparecimento de posicionamentos crÃticos em estudantes do nÃvel médio, sua mobilização para ações sociopolÃticas e socioambientais e o seu desenvolvimento ético-moral. Trata-se de um estudo de abordagem qualitativa, orientado pela perspectiva teórico-metodológica design research, durante o qual foram utilizados os tipos bibliográfico e empÃrico de pesquisa. A pesquisa bibliográfica foi utilizada na construção do quadro teórico de referência que deu suporte a todas as fases do estudo, dando suporte também para análise da natureza e do sentido da educação em algumas perspectivas teóricas apresentadas por Freitag (2007) e Savinai (1988), sustentação da análise da trajetória de Paulo Freire na construção de sua práxis polÃtico-pedagógica, compreensão de como esta trajetória foi sendo construÃda no contexto de suas vivências e diálogos com as várias formas de conhecimento e levantamento dos elementos teóricos que deram suporte ao estudo das aproximações entre sua pedagogia libertadora e problematizadora, a educação CTSA e a educação orientada por QSC. A pesquisa empÃrica teve como objetivo submeter a SD à análise e avaliação de professores/professoras e/ou pesquisadores/pesquisadoras da área do ensino das Ciências para que estes/estas verificassem o seu potencial para a promoção do aparecimento de posicionamentos crÃticos nos/nas estudantes. Aos/Ãs participantes foram enviados por e-mail um questionário para avaliação da SD, o Termo de Consentimento Livre e Esclarecido (TCLE) e o Plano da Sequência Didática (PSD). Concluiu-se que a SD tem potencial para a promoção do aparecimento de posicionamentos crÃticos no comportamento dos/das estudantes sobre a relação entre o consumo de alimentos pelos seres humanos e a sobrevivência das populações de abelhas, uma vez que apresenta as seguintes caracterÃsticas: permite a mobilização de várias áreas do conhecimento humano na abordagem da temática da QSC utilizada; descentraliza o processo de ensino-aprendizagem da figura do/da professor/professora; favorece o diálogo e a socialização entre os sujeito; promove o desenvolvimento de competências no campo do desenvolvimento individual e no campo das relações interpessoais; promove o engajamento crÃtico dos/das estudantes na resolução de problemas relacionados à s relações entre os domÃnios CTSA e amplia o poder de percepção de um determinado problema. ABSTRACT In the present study, it is assumed that a conception of science education based on the problematizing and liberating proposal of Paulo Freire and one that dialogues with the a STSE perspective and SSI-based teaching has the potential for the formation of autonomous citizens, trained and empowered to make informed decisions on socio-political and socio-environmental issues and to actively participate in a democratic and pluralistic society. The study aimed to evaluate the potential of a didactic sequence (SD) to promote the emergence of critical positions in high school students, their mobilization for sociopolitical and socio-environmental actions and their ethical-moral development. This is a study with a qualitative approach, guided by the theoretical-methodological perspective of design research, during which the bibliographic and empirical types of research were used. Bibliographic research was used to build the theoretical framework that supported all phases of the study, also supporting the analysis of the nature and meaning of education in the theoretical perspectives presented by Freitag (2007) and Savinai (1988). It was also supported in Paulo Freire's trajectory in the construction of his political-pedagogical praxis, understanding of how this trajectory was built in the context of his experiences and dialogues with the various forms of knowledge and surveys of theoretical elements that supported the study of approximations between its liberating and problematizing pedagogy, STSE education and a SSI-oriented education. The empirical research aimed to submit the SD to the analysis and evaluation of teachers and researchers in the field of Science education so that they could verify its potential to promote the emergence of critical positions in students. A questionnaire to assess the SD, the Informed Consent Form (TCLE) and the Didactic Sequence Plan (PSD) were sent to the participants by e-mail. It was concluded that SD has the potential to promote the emergence of critical positions in the behavior of students on the relationship between food consumption by human beings and the survival of bee populations, since it has the following characteristics: it allows the mobilization of various areas of human knowledge in the approach to the theme of the SSI used; it decentralizes the teaching-learning process from the figure of the teacher; favors dialogue and socialization between subjects; promotes the development of competences in the field of individual development and in the field of interpersonal relationships; it promotes the critical engagement of students in solving problems linked to the relationships between the STSE domains and increases the power of perception of a given problem.
- Published
- 2021
26. ������������������������ ���������������� �������������������� ���� ���������������������������� ��������������������, ���� ������������������-���������������� ������ ���������������������� ���������������� -: ������ ���������������������� �������������������� ���������������������� ������ ������������ ������ Paulo Freire
- Subjects
Transformational pedagogy ,���������������������������� ���������������������� ,Liberation pedagogy ,����������������������������/�������������������� �������������������� ,�������������������������������� ���������������������� ,Critical awareness - critical multiliteracies ,�������������� ������������������������������ - ���������������� [��������]������������������������ ,Intercultural/heterogeneous environment - Abstract
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�������������� ����������, �� ���������� ���������������������� ������ ���������� ������ ����������. ���� ���������� �������������������� �������������������������� ������ ������������������������������ ���������������������������� ������ ������������������������ ���������� ������ �������������������� ������������ �������� ������������������������ ���������� ������ ���������������� ������ ������������������ ������ ������������������ ������������������ ������ ������������ ������ ������������������ ������ ���� �������������������� ������ ������������������ ���������� �� ������������������ ������������/���������� ������ ������������������ ������ ������ ������������������ ������ �������������������������� ���������� ������ ���������������������������� ������������ ������ �������������������������� ������ ���������������� �������������������� ������������������, �������� �� �������������� ���������� ������ �������������� ���������� ���� ���������� �� ������������������ ���������� ���������������������������� ������ ���������������� ������ ������ ������������, ���� ���������������� ���� ������������ ���������� ���� �������������������� �������� ������������������ ��������������������. ������������ ������ ���������������� �������������� ���������� �� �������������������� �������� ������������������������ ������������������������ ���� ���������������� �������������������� �������������� ���� ������������������ ���� �������������� ������ �������������� ���� ������������������-������������[������]������ ������ ������������������������ ������������������ ���������������������� ������ ���� ������ ������������ �������� ���������������������� ������ Freire ������ ������ ������ �������� ���������� ������������������ [��������]��������������������������. ���� ���������������������� ������������ �������������� �� ������������������������: ������ ������������������ ������������������������ ������ �������������������������� ������ ���������������������������� ���� ������ 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���� ���������� ������������ ������ ���� ������������ ������������������ ����������������� ���������������������� ������������ �������������������� ��������������, ������������ ������ ����������������, �������������� 28-50 ��������, ������������������������ ������ ���������������������� ����������������, ���������������� ������ ���������������������� ����������������� �� ���������������������� ���������� ������ �������������������� ������������������������ ���������������� ���� ���������������������� ������ ���������������� ��������������, �� ���������� �������������������� ���������� ������ ���������������� ������ ���������������������������� �������������� ������������. ���� ���������������� ���������������� ������������������ ��������������������������: ���������������������� ���������������������������� ������ ������������������������ ������ ���� �������������������� ��������������������������. ���� �������������������� ���������� ��������������������: �� �������������� ������ ������������������ ������ ������������������������������, ���� ������������ ���������������� �������� ��������������������, �������������������������� �������������������� �������������������� ������ �������������������� ��������������������, ���� ������������������������ ���������������� ������ ������������������������ ������ ���� �������������������� ������������ ���������������� ������ �������� ��������������. ���� �������������������� ���������� ������ ���������������� ���������������� ���������������������� ���� ���������� �������������� ������ ���� ���������������� ������ ������ �������������� ������ ���������������������� ������������������ ������������������������ ���� ��������������������, ������ ������ ������������ ������ ��������������, �������� ���������������� �������������������������� ���������������� ������������������ ��������������������, ������������������ ������ ������������������������ ������������������ ������������������������ ������ �������������������� �������� ���������������������� ������ ���������� �� ������������������ ���������������� ������ �������� ������������ ����������������, ���� �������������������������� ������ ������ ���� �������������� ������ ��������������������, ������ ���������������������� ������������������ ������������������������������������ ����������. ������������������ ������ ���������������������� ������ ���������������� �������������������� ���� ������ ���������������� ������ ������������������ ������������, ���� ���������������� �������� �������������������������� ������ �� �������������� ������ ������������������������������ ������������������������ ���� ���� �������������� ������ ���������������� [��������]������������������������ ������������ ���� ���������������� ������ ������������������ ������ ���������������� �������������������� �������������� ���� �������� ������������������ ������������������������ ������ ������ �������������������� ���������������� ������ ������ ������ ������������ ������ ���������������������� ���������������� ������ ������������������., Conceptualizing literacy as a socio-political and multimodal practice is a response to the multiple forms of literacy required by both the internationalized landscape of linguistic and cultural diversity and the newly emerging pluralistic forms of textual worlds and citizenship. However, literacy of adults belonging to diverse linguistic and cultural non-privileged social groups, is primarily seen as a set of distinct skills and goals, rather than a critical act, consisting of thought and action. The narrowly ideologically demarcated and decontextualized notions of literacy of these social groups in educational practice, do not promote an understanding of the dynamic interaction of knowledge that emerges from exploring multiple explicit or implicit forms/structures of society. In addition, they do not focus on the evolving landscape of the communication channels, which are articulated by multiple semiotic systems, where the verbal form of language ceases to be the dominant resource for the meaning-making of texts and the world, which results that these groups are led to social exclusion. The aim of the present study is to formulate a literacy program for adult immigrant students focusing on language as a socio-political-cultural and multimodal practice, based on Freire's Pedagogy on the one hand and the Critical [Multi] Literacies on the other. The specific objectives were to map: the literacy practices developed and implemented in an intercultural literacy community of adult immigrant students, as social, political and multimodal practices in reading/viewing multimodal/multifaceted sources of meaning and the production of multiple forms text; and the utilization of these practices as the starting point of a humanizing pedagogy for the re-reading of the daily and social reality not as static but as evolving aiming at its transformation. The research was conducted at the ��Odysseas�� Solidarity School, a non-typical learning community. It was carried out over two years and involved twenty immigrant students, men and women, aged 28-50, from different ethnic, linguistic and cultural backgrounds. The heterogeneity of this literacy community defined the methodology of the present research, which is in the context of emancipatory action research. The materials used in the study consisted of: semi-structured questionnaire interviews, and teacher���s diary. The research material were: analysis of the questionnaire findings, texts��� grid for use, transcribed oral interactions of the texts, transcribed findings of the interviews and texts grid produced by the students. The overall research is designed on three cycles and the findings from the data analysis highlight the creation by the students, of a gradually evolving complex network of social, political and multimodal literacy practices that contribute to the treatment of explicit or implicit meanings of new forms of texts, as evolving rather than static, representing dominant socio-political structures. Considering the literacy of adult immigrants as a political and social issue, these findings confirm that the coupling of Liberation Pedagogy with the context of Critical [Multi] literacies can contribute to both the participation of adult immigrant students in new literacy paths and the creation of conditions for a more active and democratic society of the future.
- Published
- 2021
- Full Text
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27. Pedagogia Social Crítica e Teologias da Libertação: caminhos que se encontram na práxis latino-americana.
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GARCEZ LEME, MARIA CECILIA
- Abstract
Copyright of Revista Dialogos is the property of Revista Dialogos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2012
28. Weapons of Mass Assimilation: A Critical Analysis of the Use of Education in Thailand.
- Author
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von Feigenblatt, Otto F., Suttichujit, Vannapond, Shuib, Shukri, Keling, Mohamad Faisol, and Ajis, Mohd Na'eim
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- *
EDUCATION , *CENSORSHIP , *MASS media , *COMMUNICATION , *SECONDARY education , *PRIMARY education , *ETHNOCRACY - Abstract
The present paper aims to problematize education in Thailand. Jan Nederveen Pieterse's model of ethnic domination is used as the theoretical framework to reveal the important and often ignored role of education in perpetuating socioeconomic and political elite dominance in Thailand. Ethnic domination is complemented with Paulo Freire's liberation pedagogy. The paper shows how ethnic and economic domination of a small Central Thai elite over the vast majority of the population is achieved through a concerted propaganda effort integrating primary and secondary education with tight control over religious practices and strict censorship of the media. Case studies are provided of the role of Ministry of Education in the central government's attempt to forcefully integrate the Muslim Malay population in the Southern Provinces and the Lao (Isan) region in the North. Finally, the contested role of private education is discussed in relation to central control over education. The paper concludes that civic and religious education in primary and secondary schools is part of a broader strategy for the perpetuation of a narrow ethnocracy, and that the recent growth of the private education. An education model based on Freire's concept of "conscientization" is proposed as guiding principle to empower the peoples of Siam. [ABSTRACT FROM AUTHOR]
- Published
- 2010
29. 'Not only a teacher, but an ambassador': Facilitating HIV/AIDS educators to take action.
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Wood, Lesley A.
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- *
TEACHERS , *HIV , *AIDS , *EDUCATORS , *SEX education - Abstract
This article describes how South African educators were facilitated to adopt the role of HIV/AIDS 'ambassadors' within their circles of influence by participating in a two-year course for an Advanced Certificate in Education for HIV/AIDS in Teaching (ACE-HAT) qualification. It reports on the data generated by a qualitative study of the teachers' experiences with and subsequent to the programme. The programme works from the assumption that the HIV pandemic has provided us with an opportunity to address many of the issues and inequalities that the education system is facing today. Based on the Freirian notion of liberation pedagogy, the article puts forward the argument that by adopting a holistic and critical approach to HIV/AIDS education, educators are able to move beyond the traditional responsibilities of the teacher, and thus play an important role as agents of change in their school and community. [ABSTRACT FROM AUTHOR]
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- 2009
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30. Diálogos entre la pedagogía de la liberación y la teología negra de la liberación
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Fernández Mouján, Inés and Fernández Mouján, Inés
- Abstract
Since the late 50s, intellectuals and activists in Latin America and the Caribbean systematically started to question the terms of the colonial account of facts; these debates advocate for the effective and actual liberation of the territories colonized by the European metropolis. They are voices that not only question oppression, but politically challenge the production of knowledge. We can trace in their origin the Discourse on Colonialism (1952), where Aimé Cesaire shows the dark face of modern reason, forcefully questioning the racial violence that is a consequence of direct colonial actions over subjugated peoples, becoming apparent in the European humanism discourse. Here comes into the picture Frantz Fanon, and the intellectuals-activists groups that challenge the idea of liberty/liberation during the 60/70s, posing that the XIXth century’s independence processes have merely been juridical and political processes, since they have not been able to accomplish a safe process of liberation-decolonization. They are also times of great questions for the Catholic Church and other Christian churches, which experience ideological transformations and a broadening of their peoples-aimed social-cultural strategies. In this path we encounter Paulo Freire’s fruitful dialogue arising between the liberation pedagogy and the black Liberation Theology., Resumen: Desde fines de los años 50 de manera sistemática intelectuales y militantes de América Latina y el Caribe comienzan a disputar los términos del relato colonial, son debates que bregan por la liberación efectiva y real de los territorios colonizados por las metrópolis europeas. Son voces que interrogan no solo la opresión, sino que disputan políticamente la producción del conocimiento. Se puede ubicar en sus inicios el Discurso sobre el colonialismo de Aimé Cesaire (1952) muestra la cara oscura de la razón moderna, es una interpelación contundente a la violencia racial que se hace presente en las acciones coloniales directas sobre las poblaciones sojuzgadas y en los discursos del humanismo europeo. En esta zaga se hace presente Frantz Fanon, detrás de este legado, los colectivos de intelectuales-militantes que ponen en discusión en las décadas del 60/70 la idea de libertad/liberación y entienden que los procesos de independencia del siglo XIX han sido meros procesos jurídicos y políticos pues no han hecho efectivo un proceso seguro y efectivo de liberación-descolonización. También, son tiempos de enormes interrogantes para la iglesia católica y las iglesias cristianas, se produce al interior de ellas un proceso de transformación ideológica y de ampliación de sus estrategias socioculturales dirigidas al pueblo. En este derrotero ubicamos el diálogo fecundo que Paulo Freire estableció desde la pedagogía de la liberación con la teología negra de la liberación.
- Published
- 2019
31. A ATUALIDADE DA ‘PEDAGOGIA DO OPRIMIDO’ NOS SEUS 50 ANOS: A PEDAGOGIA DA REVOLUÇÃO DE PAULO FREIRE
- Author
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André Luis de Oliveira Mendonça and Kátia Reis de Souza
- Subjects
lcsh:R5-920 ,revolução ,revolution ,oppressed ,pós-colonialismo ,Paulo Freire ,pedagogia libertadora ,post-colonialism ,oprimidos ,lcsh:L7-991 ,lcsh:Medicine (General) ,lcsh:Education (General) ,liberation pedagogy - Abstract
Resumo Neste ensaio, para celebrar os cinquenta anos do seu manuscrito, nós revisitamos o clássico Pedagogia do Oprimido, de Paulo Freire. Em tempos difíceis no Brasil e de Movimento Escola sem Partido, dentre tantos outros ‘avanços’ do conservadorismo, a obra magna do patrono da educação brasileira está mais atual e vigorosa do que nunca. Aqui, embora reconhecendo que o ensaio de Freire significou certa ‘revolução’ da pedagogia, nosso foco incide sobre aquela que julgamos ser, apesar de pouco debatida, sua tese central – a da pedagogia da revolução. Além disso, no final, mostramos que Freire foi um dos precursores no Brasil do pensamento pós-colonial, devendo, portanto, servir como um ponto de interseção com essa corrente libertária cujo renascimento renova as esperanças e a utopia da esquerda.
- Published
- 2019
32. Cultura de paz da sala de aula. Um encontro entre Potter e Freire
- Author
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Alida Chaparro Barrera
- Subjects
supervivência ,supervivencia ,educação para a paz ,bioética y pedagogía liberadora ,educación para la paz ,culture of peace ,cultura de paz ,bioética e pedagogia libertadora ,bioética ,Bioethics ,education for peace ,survival ,liberation pedagogy - Abstract
Resumen En este artículo de revisión se reflexiona sobre la bioética de Van Rensselaer Potter y la pedagogía de la liberación de Paulo Freire, y algunas semejanzas y diferencias que interactúan como fundamentos para promover una cultura de paz. Los objetivos son identificar la postura de los autores, establecer interacciones entre sus postulados, y definir estrategias que fundamenten una cultura de paz y compromiso de la educación. Se muestra el recorrido bibliográfico que respalda el proyecto “Entre bioética y pedagogía de la liberación, propuesta de educación para la paz en Colombia”. Se usó una metodología cualitativa, orientada a la revisión bibliográfica, con análisis comparativo soportado en el método hermenéutico que hace posible la comprensión de términos y significados; para el registro de la información se utilizó la ficha de contenido. Se concluye que para empezar a consolidar una cultura de paz desde las aulas se requieren sólidas bases teóricas, reformulación de planes de estudio, currículos y políticas públicas, que posibiliten proyectos sociales y pedagógicos pertinentes e inclusivos, que transformen ámbitos de violencia cotidianos. Abstract This review article reflects on Van Rensselaer Potter’s bioethics and Paulo Freire’s liberation pedagogy, and some similarities and differences that interact as foundations to promote a culture of peace. The objectives are to identify the position of both authors, establishing interactions between their postulates, and defining strategies that support a culture of peace and commitment from education. The bibliographic path that supports the project “Between bioethics and pedagogy of liberation, proposal of education for peace in Colombia” is presented. A qualitative methodology was used, towards the orientation of the bibliographic revision, with comparative analysis supported in the hermeneutic method that makes possible the understanding of terms and meanings; for the record of the information the content-card file was used. It is concluded that to begin to consolidate a culture of peace from the classroom, solid theoretical bases, reformulation of curricula, and curricula and public policies are required, to enable relevant and inclusive social and pedagogical projects that transform the daily violence spheres. Resumo Este artigo apresenta reflexões sobre a bioética de Van Ressenlaer Potter e a pedagogia libertadora de Paulo Freire, salientando algumas semelhanças e diferenças que interagem como fundamentos para promover cultura de paz. Nessa ordem, o artigo identifica posturas dos autores, estabelece interações entre seus postulados, define as estratégias que subsidiem cultura de paz e compromisso da educação. Também, destaca o percurso bibliográfico que respalda o projeto “Entre bioética e pedagogia da libertação, proposta de educação para a paz na Colombia”. A metodologia é qualitativa, orientada à revisão bibliográfica, com análise comparativa, a partir de um método hermenêutico, que permite a compreensão de termos e significados. Utilizou-se uma ficha de conteúdo como instrumento para registrar a informação. Como conclusão identifica-se que, para consolidar uma cultura de paz dentro das salas de aula, é necessário contar com alicerces teóricos sólidos, reformulação de planos de estudo, currículos e políticas públicas que possibilitem o andamento de projetos sociais e pedagógicos adequados, inclusivos, visando transformar âmbitos de violência cotidianos.
- Published
- 2018
- Full Text
- View/download PDF
33. The contribution of libertarian thought in Reclus on the practice of geography teaching
- Author
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Victor Hugo Soliz, Barbosa, Tulio, Colesanti, Marlene Teresinha de Muno, and Fagiani, Cilson César
- Subjects
Pedagogia Libertária ,Geografia - Estudo e ensino ,Educação ,Reclus, Élisée, 1830-1905 ,Geography ,CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA [CNPQ] ,Liberation Pedagogy ,Geografia ,Education - Abstract
FAPEMIG - Fundação de Amparo a Pesquisa do Estado de Minas Gerais A presente dissertação tem como objetivo através da análise epistemológica e histórica dos elementos que formam a base do processo educacional moderno e da pedagogia libertária compreender criticamente o modelo educacional vigente, apoiado principalmente, mas não exclusivamente, no geógrafo francês Élisée Reclus (1830-1905) de maneira a aplicar na prática algumas dessas questões libertárias dentro da escola. Para atingir o objetivo principal temos os seguintes objetivos específicos: 1. Contextualizar o surgimento do anarquismo, da pedagogia libertária dentro do contexto histórico-político de Reclus. 2. Compreender o modelo educacional atual, verificando o discurso que o legitima contra as práticas desse modelo, analisando os elementos principais que servem de base a educação de verificando assim as continuidades e rupturas que ocorreram desde o seu surgimento até os dias de hoje. 3. Verificar a adesão que as ideias e críticas vindas tanto da pedagogia libertária de Reclus, quanto das críticas ao modelo escolar atual tem dentro da realidade escolar do ensino público. Pensamos este trabalho pelos problemas educacionais cada vez evidentes com o projeto neoliberal da educação que buscar formatar pessoas trabalhadoras-consumidoras-passivas que se adequem a lógica de mercado inerente ao capitalismo, que se refletem desde a LDB (1996), passando pelo REUNI (2007), até a reforma do ensino médio (2017) em um projeto político definido pelo Banco Mundial na década de 90 e seguido à risca por governos de esquerda e direita indistintamente no Brasil, de modo que apenas uma educação voltada para a liberdade e para a revolta pode reverter esse quadro político de apatia e de perda de direitos em nome do capital. A base do nosso método de análise foi o da prática que não dissocia ideal e concreto. Dentro disso buscamos ao construir primeiramente um arcabouço histórico através da análise e do diálogo entre diferentes linhas historiográficas sobre o anarquismo: desde a linha tradicional marxista com Woodcock e Fleming, passando pelos anarquistas especifistas como Corrêa e por fim aqueles que viveram todo o processo histórico como Nettlau, Rocker e Reclus. The present dissertation aims at epistemological and historical analysis of the basic elements of the modern educational process and libertarian pedagogy, the current educational model, supported mainly, not available, not French geographer Élisée Reclus (1830-1905) in order to apply in practice some directions at school. To achieve the main objective of the Member States: 1. Contextualize the emergence of anarchism, of libertarian pedagogy within the historical-political context of Reclus. 2. To contextualize the emergence of the current educational model, verifying the discourse that legitimizes it as practices of the model, analyzing the main elements that serve as a basis and education in order to verify how continuities and ruptures that occur until the present day. 3. Confirm adherence as ideas and criticisms, both of the libertarian pedagogy of Reclus, and of the current primary school in public education. Thinking about this work because of educational problems that are increasingly evident with the neoliberal education project, which is dedicated to the formation of working-consumer-passive people who are in line with market logic and capitalism, which are reflected from LDB (1996) through REUNI (2007), until a “high school reform” (2017) in a political project defined by the World Bank in the 1990 note and followed by left and right governments, indistinctly at Brazil, so that only education aimed at a freedom and a revolt can reverse this political picture of apathy and loss of rights in the name of capital. One basis of our method of analysis was that of practice which not dissociate ideal and concrete. Within a search engine along the arc and the dialogue in different historiographical lines on the anarchism: from a traditional Marxist line with Woodcock and Fleming, passing to specific anarchists like Corrêa and finally that who lived 4 all the historical process like Nettlau, Rocker and Reclus. The modern school was studied from its emergence as readings of Celeti, Thompson, Hobsbawn, Enguita and Stirner. Later they were studied as bases of the educational process to verify as possible continuations and ruptures within the historical educational process, in case we are in Enguita, Albuquerque Júnior, Gallo, Doin, Bakunin, Kropotkin. Thus we were able to evaluate which as educational issues we considered critical. On top of a line inside the school. Dissertação (Mestrado)
- Published
- 2018
34. Cultura de paz desde las aulas. Un encuentro entre Potter y Freire
- Author
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Chaparro Barrera, Alida and Chaparro Barrera, Alida
- Abstract
This review article reflects on Van Rensselaer Potter’s bioethics and Paulo Freire’s liberation pedagogy, and some similarities and differences that interact as foundations to promote a culture of peace. The objectives are to identify the position of both authors, establishing interactions between their postulates, and defining strategies that support a culture of peace and commitment from education. The bibliographic path that supports the project “Between bioethics and pedagogy of liberation, proposal of education for peace in Colombia” is presented. A qualitative methodology was used, towards the orientation of the bibliographic revision, with comparative analysis supported in the hermeneutic method that makes possible the understanding of terms and meanings; for the record of the information the content-card file was used. It is concluded that to begin to consolidate a culture of peace from the classroom, solid theoretical bases, reformulation of curricula, and curricula and public policies are required, to enable relevant and inclusive social and pedagogical projects that transform the daily violence spheres., Este artigo apresenta reflexões sobre a bioética de Van Ressenlaer Potter e a pedagogia libertadora de Paulo Freire, salientando algumas semelhanças e diferenças que interagem como fundamentos para promover cultura de paz. Nessa ordem, o artigo identifica posturas dos autores, estabelece interações entre seus postulados, define as estratégias que subsidiem cultura de paz e compromisso da educação. Também, destaca o percurso bibliográfico que respalda o projeto “Entre bioética e pedagogia da libertação, proposta de educação para a paz na Colombia”. A metodologia é qualitativa, orientada à revisão bibliográfica, com análise comparativa, a partir de um método hermenêutico, que permite a compreensão de termos e significados. Utilizou-se uma ficha de conteúdo como instrumento para registrar a informação. Como conclusão identifica-se que, para consolidar uma cultura de paz dentro das salas de aula, é necessário contar com alicerces teóricos sólidos, reformulação de planos de estudo, currículos e políticas públicas que possibilitem o andamento de projetos sociais e pedagógicos adequados, inclusivos, visando transformar âmbitos de violência cotidianos., En este artículo de revisión se reflexiona sobre la bioética de Van Rensselaer Potter y la pedagogía de la liberación de Paulo Freire, y algunas semejanzas y diferencias que interactúan como fundamentos para promover una cultura de paz. Los objetivos son identificar la postura de los autores, establecer interacciones entre sus postulados, y definir estrategias que fundamenten una cultura de paz y compromiso de la educación. Se muestra el recorrido bibliográfico que respalda el proyecto “Entre bioética y pedagogía de la liberación, propuesta de educación para la paz en Colombia”. Se usó una metodología cualitativa, orientada a la revisión bibliográfica, con análisis comparativo soportado en el método hermenéutico que hace posible la comprensión de términos y significados; para el registro de la información se utilizó la ficha de contenido. Se concluye que para empezar a consolidar una cultura de paz desde las aulas se requieren sólidas bases teóricas, reformulación de planes de estudio, currículos y políticas públicas, que posibiliten proyectos sociales y pedagógicos pertinentes e inclusivos, que transformen ámbitos de violencia cotidianos.
- Published
- 2018
35. Paulo Freire e os movimentos sociais: ua análise da cojuntura brasileira
- Author
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Marcela Soares Polato Paes and Joselaine Andréia de Godoy Stênico
- Subjects
consciência crítica ,media_common.quotation_subject ,Paulo Freire ,movimientos sociales ,Economic Justice ,Critical pedagogy ,movimentos sociais ,liberation pedagogy ,social movements ,Sociology ,General Environmental Science ,Social movement ,media_common ,Constitution ,pedagogia libertadora ,sujeito histórico ,sujeto histórico ,Object (philosophy) ,conciencia crítica ,historical subject ,Epistemology ,Action (philosophy) ,pedagogía liberadora ,critical awareness ,Humanity ,General Earth and Planetary Sciences ,Qualitative research - Abstract
Este artigo apresenta o pensamento de Paulo Freire enquanto uma perspectiva de análise e reflexão sobre o movimento social no contexto da sociedade brasileira. Constitui ação e objeto desta reflexão contribuir na tarefa de reinventar a pedagogia crítica na construção dos movimentos sociais. Trata-se de uma pesquisa qualitativa dividida em dois momentos: o primeiro é dedicado a apresentação do aporte teórico, e em seguida, uma análise dos movimentos sociais brasileiros, expondo a origem das lutas e avançado para as discussões mais recentes que se tem empreendido no Brasil na busca da liberdade e da justiça na recuperação da humanidade roubada. Uma luta incessante que clama pela Pedagogia Libertadora de Freire, instrumento fundamental no processo de conscientização, e, portanto, na constituição dos movimentos sociais. This paper presents the thought of Paulo Freire as a perspective of analysis and reflection on the social movement in Brazilian society. It is action and object of this reflection to contribute to the task of reinventing the critical pedagogy in the construction of social movements. This is a qualitative research that is divided into two stages: the first is dedicated to presenting the theoretical framework, and then an analysis of Brazilian social movements, exposing the origin of the struggles and advanced to the most recent discussions that have undertaken the Brazil in search of freedom and justice in the recovery of stolen humanity. An incessant struggle that calls for Liberation Pedagogy developed by Freire, key tool in awareness process, and thus the constitution of social movements. En este artículo se presenta el pensamiento de Paulo Freire como una perspectiva de análisis y reflexión sobre el movimiento social en el contexto de la sociedad brasileña. Es objeto de la presente acción y reflexión contribuir a la tarea de reinventar la pedagogía crítica en la construcción de movimientos sociales. Se trata de una investigación cualitativa dividida en dos etapas: la primera está dedicada a la presentación del marco teórico, y luego de un análisis de los movimientos sociales brasileños, se deja al descubierto el origen de las luchas y avance a las discusiones más recientes que se ha emprendido en Brasil en busca de la libertad y la justicia en la recuperación de la humanidad. Una lucha incesante que pide la Pedagogía Liberadora de Freire, herramienta clave en el proceso educativo, y por lo tanto, en la constitución de los movimientos sociales.
- Published
- 2017
36. Education in the era of neoliberal slavery: an image for thinking about Latin American pedagogical institutionality
- Author
-
José Alfredo Díaz Fernández
- Subjects
education and politics ,Filosofía nuestroamericana ,pedagogía de la liberación ,neoliberalismo ,educación y política ,curador del market ,Philosophy ,market curator ,Philosophy “nuestroamericana” ,neoliberalism ,liberation pedagogy ,General Medicine ,Humanities - Abstract
En el presente artículo se ensaya un diagnóstico crítico de la situación vigente en educación, desde la conjunción de la filosofía neoliberal con la tradición filosófica política de la educación latinoamericana, con el propósito de establecer e instanciar la pregunta por el rol del profesor (concebido metafóricamente como curador del market) y el quehacer de la pedagogía de la liberación en la actualidad latinoamericana.La investigación en su contexto más amplio -en cuya base se encuentra la filosofía política de la educación nuestroamericana- se propone propiciar un diálogo participativo y reflexivo que sumerja la discusión actual en educación y política en una categoría como la esclavitud social y escolar, siempre con el imperativo de pensar desde y para Latinoamérica. In this article a critical diagnostic of current situation in education will be assayed, from the conjunction of the neoliberal philosophy with political and philosophical education tradition of Latin America, with the aim of establishing and instantiate the question of the role of the teacher (conceived metaphorically as market curator) and the work of the liberation pedagogy in the Latin America present. The research in its broadest context which is base on the political philosophy of education “nuestroamericana”, it is proposed to begin a participatory and reflective dialogue to immerse the current discussion in education and politics in a category such as social and academic slavery, always with the imperative to think from and for Latin American.
- Published
- 2017
37. A Participatory Action Research Study with One Emancipatory School Garden
- Author
-
Saxen, Colleen Q.
- Subjects
- Education, African Americans, Agricultural Education, Black Studies, Education Philosophy, Educational Leadership, Educational Theory, Multicultural Education, Pedagogy, Social Research, Sustainability, Teacher Education, school gardens, emancipatory research, Participatory Action Research, ethic of love, liberation pedagogy
- Abstract
Although school gardens have been increasingly popular in the United States, much existing literature evaluated success of the programs from a limited set of criteria, such as the extent to which gardens reformed student eating habits and nutritional knowledge. Yet, school gardens offered benefits and outcomes not immediately apparent within this reform paradigm. In addition, the attention on forming a particular kind of food consumer ignored the diverse cultural and racial histories related to agriculture and food in the United States. In this participatory action research (PAR) dissertation, participants, including school staff and community partners, explored one school garden program in a historically segregated and disenfranchised community. Through an emancipatory framework described by Freire (1970) and hooks (1994, 2003), participants reflected on and shared how and why they co-created a school garden program during the COVID-19 pandemic and nation-wide protests for racial justice. Through photovoice, mapping, and gardening activities, participants expressed meaning, values, and vision far beyond the typical reformatory goals often measured in school garden studies. Most notably, participants described experiences of love, empowerment, and justice they experienced through the school garden program. Through this research, other school garden programs can identify why a school garden matters to their specific context and how to align the meaning participants feel to future plans for the garden. Most notably, this research demonstrated the value of PAR as a method for cultivating school gardens, gardens as sites for social justice, and the critical role of an ethic of love (hooks, 2006) in building community around garden projects.
- Published
- 2020
38. Dos décadas sin el padre de la pedagogía de la liberación
- Author
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Chaves G, J. Ignacio Iñaki
- Subjects
ddc:370 ,Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft ,Basic Research, General Concepts and History of Education and Pedagogics ,Latin American thinker ,popular pedagogy ,liberation pedagogy ,dialogical action ,Bildung und Erziehung ,Education - Abstract
Freire is a reference in Latin American social thought, his figure and his work have accompanied critical bets by another education, problematizing, liberating and emancipating a society that has been under the oppression of a political and educational system colonizing and excluding. To review him is a necessity to keep in mind his work and the importance of his writings. Freire constituye un referente en el pensamiento social latinoamericano, su figura y su obra han acompañado las apuestas críticas por otra educación, problematizadora, liberadora y emancipadora de una sociedad que ha estado bajo la opresión de un sistema político y educativocolonizador y excluyente. Revisarle es una necesidad para tener presente su labor y la importancia de sus escritos.
- Published
- 2017
39. Paulo Freire y los movimientos sociale: un análisis de la situación de Brasil
- Author
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de Godoy Stênico, Joselaine Andréia, Soares Polato Paes, Marcela, de Godoy Stênico, Joselaine Andréia, and Soares Polato Paes, Marcela
- Abstract
This paper presents the thought of Paulo Freire as a perspective of analysis andreflection on the social movement in Brazilian society. It is action and object ofthis reflection to contribute to the task of reinventing the critical pedagogy in theconstruction of social movements. This is a qualitative research that is dividedinto two stages: the first is dedicated to presenting the theoretical framework,and then an analysis of Brazilian social movements, exposing the origin of thestruggles and advanced to the most recent discussions that have undertaken theBrazil in search of freedom and justice in the recovery of stolen humanity. Anincessant struggle that calls for Liberation Pedagogy developed by Freire, key toolin awareness process, and thus the constitution of social movements., Este artigo apresenta o pensamento de Paulo Freire enquanto uma perspectiva deanálise e reflexão sobre o movimento social no contexto da sociedade brasileira.Constitui ação e objeto desta reflexão contribuir na tarefa de reinventar apedagogia crítica na construção dos movimentos sociais. Trata-se de uma pesquisaqualitativa dividida em dois momentos: o primeiro é dedicado a apresentaçãodo aporte teórico, e em seguida, uma análise dos movimentos sociais brasileiros,expondo a origem das lutas e avançado para as discussões mais recentes que setem empreendido no Brasil na busca da liberdade e da justiça na recuperação dahumanidade roubada. Uma luta incessante que clama pela Pedagogia Libertadorade Freire, instrumento fundamental no processo de conscientização, e, portanto,na constituição dos movimentos sociais., En este artículo se presenta el pensamiento de Paulo Freire como una perspectivade análisis y reflexión sobre el movimiento social en el contexto de la sociedadbrasileña. Es objeto de la presente acción y reflexión contribuir a la tarea dereinventar la pedagogía crítica en la construcción de movimientos sociales. Se tratade una investigación cualitativa dividida en dos etapas: la primera está dedicadaa la presentación del marco teórico, y luego de un análisis de los movimientossociales brasileños, se deja al descubierto el origen de las luchas y avance a lasdiscusiones más recientes que se ha emprendido en Brasil en busca de la libertady la justicia en la recuperación de la humanidad. Una lucha incesante que pide laPedagogía Liberadora de Freire, herramienta clave en el proceso educativo, y porlo tanto, en la constitución de los movimientos sociales.
- Published
- 2017
40. Dos décadas sin el padre de la pedagogía de la liberación
- Author
-
Chaves G, J. Ignacio “Iñaki” and Chaves G, J. Ignacio “Iñaki”
- Abstract
Freire is a reference in Latin American social thought, his figure and his work have accompanied critical bets by another education, problematizing, liberating and emancipating a society that has been under the oppression of a political and educational system colonizing and excluding. To review him is a necessity to keep in mind his work and the importance of his writings., Freire constituye un referente en el pensamiento social latinoamericano, su figura y su obra han acompañado las apuestas críticas por otra educación, problematizadora, liberadora y emancipadora de una sociedad que ha estado bajo la opresión de un sistema político y educativo colonizador y excluyente. Revisarle es una necesidad para tener presente su labor y la importancia de sus escritos.
- Published
- 2017
41. Labors of Objectification: Words and Worlds of Pedagogy
- Author
-
Cody, Francis, author
- Published
- 2013
- Full Text
- View/download PDF
42. Setting the Groundwork for a Critical Sociohistorical Approach to Intercultural Communication
- Author
-
Hough, David A.
- Subjects
liberating ,critical social analysis ,intercultural communication ,sociohistorical ,liberation pedagogy - Abstract
This paper explores the theoretical and applied groundwork for a new sociohistorical paradigm for interculturalcommunication. It argues that no academic discipline—intercultural communication included—grows out of a vacuum. Alldisciplines develop and evolve within the context of concrete social, political, economic and historical conditions and needs.What is more, these needs are not universal to all groups of people, either worldwide or throughout history. Instead, theyreflect the interests of certain power groups over others in the society where the discipline develops. Often, although wemay not realize it without careful critical analysis and reflection, our own interests as students, teachers, workers, familymembers, etc., and the interests of the power groups that the discipline serves are in conflict. This paper, therefore, beginswith an overview of the world into which mainstream intercultural communication was born and whose interests it hasserved. Following from this, it critically examines certain key theoretical constructs that underlie the field and notes howthey may also reflect interests other than our own. It then introduces the concept of liberation as a tool wherebyeducation and academia (including all forms of social research) can become empowering rather than marginalizing—that is,how they can serve the interests of the exploited and oppressed masses of the world rather than their oppressors. Finally,it asks readers to reflect on how a new and more liberating approach to intercultural communication might be possible. The theoretical underpinnings for this approach come from the sociohistorical psychology of Lev Vygotsky and A. Luria,the historical and dialectical materialism of Karl Marx and Frederick Engels, and the liberatory/critical pedagogy of PauloFreire and Ira Shor.
- Published
- 2009
43. A defense of creativiy: William Blake in contemporary criticism, pedagogy and art
- Author
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Bančević Pejović, Ivana, Bogoeva-Sedlar, Ljiljana, Nastić, Radmila, and Petrović, Lena
- Subjects
književnost i nauka ,Novi Jerusalim ,zloupotreba hrišćanstva ,teologija oslobođenja ,pedagogija oslobođenja ,alternative intellectual traditions ,Liberation pedagogy ,literature and science ,alternativne intelektualne struje ,antinomianism ,posthumanism ,abuse of Christianity ,Liberation theology ,Blake in contemporary drama ,New Jerusalem ,Blejk u savremenoj drami ,antinomijanizam ,posthumanizam - Abstract
Doktorska disertacija, Odbrana kreativnosti: Vilijam Blejk u savremenoj književnoj kritici, umetnosti i pedagogiji, prati uticaj stvaralaštva Vilijama Blejka (1757-1827) na određeni broj savremenih književnih teoretičara i kritičara, pedagoga i dramskih pisaca. Zaključak do kog disertacija dolazi jeste da centralni koncept Blejkovog stvaralaštva, Blejkovo ubeđenje da stanje u kome se čovečanstvo nalazi umetniku nalaže da svojom delatnošću ljudima „čisti vrata percepcije“, vremenom nije izgubio ništa od revolucionarnog značaja. Naprotiv, u situaciji kada je očigledno da, u jeku globalne ekološke krize i zagađenja biološke životne sredine, čovečanstvo mora medijskom ekologijom da se brani i od moralne zagađenosti kanala kojima se prenose informacije, znanje i istina, taj zadatak, koji je Blejk sebi kao umetnik zacrtao, privlači sve veći broj sledbenika. Komparativno proučavanje brojnih autora obavljeno u ovoj doktorskoj disertaciji pokazalo je da veliki boj njih, pod uticajem Vilijama Blejka, ogromnu pažnju posvećuje pedagogiji i u centar svog stvaralačkog interesovanja stavlja odnos prema deci i prema znanju, bez obzira na različita prvobitna polazišta i različite prvobitne fascinacije Blejkom. U uvodnom delu disertacije ističe se značaj istraživanja britanskog istoričara, Edvarda Palmera Tompsona, posvećenih antinomijskim tradicijama kojima je, po Tompsonu, Blejk pripadao. Tompsonovo interesovanje za Blejka započeto je tokom revolucionarnih šezdesetih, kada je na Kolumbija univerzitetu u Americi održao svoja prva predavanja o Blejku. Posle izuzetno značajne karijere, uvek vidno bliske Blejku, ovaj autor, počasni profesor na Kembridžu, poznat po kapitalnoj studiji The Making of the English Working Class (1963) (Stvaranje engleske radničke klase), umro je radeći na studiji o Blejku, Witness against the Beast: William Blake and the Moral Law (1993) (Svedok protiv zveri: Vilijam Blejk i moralni zakon), posthumno objavljenoj. Njegovom kritičkom pristupu bliski su svi analitičari društva prikazani u ovom delu disertacije, posebno američki profesor, Vilijam Spanos (u knjizi The End of Education: Toward Posthumanism (Pedagogy and Cultural Practice) (1992) (Kraj obrazovanja: ka posthumanizmu (Pedagogija i Kulturna praksa)) i njegov sunarodnik, Fredi Perlman, u studiji Protiv Levijatana, protiv Njegove Priče! (1983). Na koricama pomenutih knjiga nalaze se reprodukcije Blejkovih likovnih radova kako bi idejna polazišta društvene kritike ovih autora bila od samog početka jasno predočena. The thesis A Defense of Creativity: William Blake in contemporary criticism, pedagogy and art, submitted to the University of Kragujevac in Serbia for the degree of Doctor of Philosophy, analyzes the presence of William Blake in contemporary criticism, pedagogy and drama. Using E. P. Thompson’s posthumously published study on Blake and British antinomianism, Witness against the Beast: William Blake and the Moral Law, this dissertation shows how Blake’s resistance to all forms of oppression is connected not only to the antinomian traditions of the past but also to the developments of liberation theology, pedagogy of the oppressed, and the theatre of the oppressed movement in the present. Before the arguments used by Paulo Freire, the founder of the Pedagogy of the Oppressed, and Augusto Boal, the founder of the Theatre of the Oppressed, are shown to be unfolding along the same line of thought as Blake’s, the dissertation traces how and why some of the most renowned XX century literary and cultural critics, such as Northrop Frye, F. R. Leavis, Kathleen Raine, Jacob Bronowski, Herbert Marcuse and others, deeply affected by Blake, developed in the same direction and ultimately focused their critical attention on education. Institutional control of knowledge, and the kind of pedagogy through which selected and biased knowledge is disseminated through all levels of education, became for them key fields of interest, shared by all who value true liberty and freedom from oppression. The role of art in society, its place in education and its role in liberation, the kind of awareness it provides and the value of the insights it generates, were questions that obsessed Blake and questions that continue to preoccupy his followers, scholars, social critics, teachers and artists, as well as playwrights (George Bernard Shaw, Adrian Mitchell, Jack Shepherd, Jеz Butterworth, Naomi Wallace), highlighted in this dissertation.
- Published
- 2015
44. Indigenous Knowledge in Teacher Training for Native Literacy Programs
- Author
-
Tolenoa, Alister and Hough, David A.
- Subjects
education ,assimilation ,linguistic human rights ,language maintenance ,Kosrae ,linguistic and cultural genocide ,indigenous knowledge ,language shift ,Micronesia ,indigenous peoples ,liberation pedagogy - Abstract
This paper critically examines issues of Native language literacy in teacher education, curriculum development, policyand planning within the social, cultural and political contexts of indigenous knowledge systems. It is based on an ongoingcooperative project between the Kosrae State Department of Education (DOE), in Kosrae, Federated States of Micronesia(FSM), and Shonan Institute of Technology (SIT) in Fujisawa, Japan. Its purpose is to help maintain and enrichthe Kosraean language, culture and knowledge-based systems, including traditional ecological knowledge (TEK). Theproject has been ongoing since 1999 with partial funding (2001–2004) from the Japan Ministry of Education and Science.Additional funding has come from SIT. In keeping with the belief that it is the responsibility of colonizing powers(Spain, Germany, Japan and the US, in the case of Kosrae) to finance indigenous language and culture projects, no FSMmonies have been used. Likewise, in keeping with the belief that such programs should be community based rather thandictated from above or the outside, the authors of project materials are Kosraean students, teachers, and holders of TEK.
- Published
- 2006
45. Epistemological reflections towards pedagogic emancipatory potential of deliverance to overcome educator's accomplishment classic scholar model
- Author
-
José Barrientos Rastrojo and Rosanna Barros
- Subjects
critical thoughts ,Education (General) ,pensamento crítico ,pedagogia da libertação ,L7-991 ,lcsh:L7-991 ,lcsh:Education (General) ,emancipação social ,liberation pedagogy ,social emancipation - Abstract
Desde a criação, no século XIX, dos sistemas nacionais de educação que se foi consolidando um determinado modelo educativo, desenvolvido no contexto institucional e organizacional da escola, e por isso designado genericamente de modelo escolar de educação. As características hegemónicas deste modelo naturalizaram de tal forma os seus pressupostos educativos, que o que passa a ser legitimado como educação corresponde, em larga medida, ao seu modelo clássico de integração normativa, baseado numa concepção da prática educativa de caráter totalitário e impositivo. É pois, no âmbito da crítica à forma escolar elaborada no contexto das perspectivas críticas em educação, de que emana a pedagogia da libertação, que a problemática-chave deste texto está situada, instigando reflexões que se alongam para os campos da Filosofia, da Política e da Antropologia, e oferecendo subsídios para a pesquisa e para a prática de formação de educadores Since 19th century the national education systems have been consolidating as a specific educational model, developed on the institutional and organizational school context, and therefore designated broadly as formal education. The hegemonic characteristics of this model have been naturalized their educational assumptions and they have been accepted now in the West scholar as the educational classic normative integration model based into an educational arrangement practice which hallmark is totalitarian and prescriptive. Thus, this paper shares the main recent criticisms of this classic scholar education model. In addition to, this work also envisages hope on the new theoretical proposals present in the critical perspectives of educational thought, raising reflections that go beyond philosophy, policy and anthropology fields of knowledge, and offering support to educational research and educators training.
- Published
- 2014
46. Odbrana kreativnosti: Vilijam Blejk u savremenoj književnoj kritici, pedagogiji i umetnosti
- Author
-
Bogoeva-Sedlar, Ljiljana, Nastić, Radmila, Petrović, Lena, Bančević Pejović, Ivana, Bogoeva-Sedlar, Ljiljana, Nastić, Radmila, Petrović, Lena, and Bančević Pejović, Ivana
- Abstract
Doktorska disertacija, Odbrana kreativnosti: Vilijam Blejk u savremenoj književnoj kritici, umetnosti i pedagogiji, prati uticaj stvaralaštva Vilijama Blejka (1757-1827) na određeni broj savremenih književnih teoretičara i kritičara, pedagoga i dramskih pisaca. Zaključak do kog disertacija dolazi jeste da centralni koncept Blejkovog stvaralaštva, Blejkovo ubeđenje da stanje u kome se čovečanstvo nalazi umetniku nalaže da svojom delatnošću ljudima „čisti vrata percepcije“, vremenom nije izgubio ništa od revolucionarnog značaja. Naprotiv, u situaciji kada je očigledno da, u jeku globalne ekološke krize i zagađenja biološke životne sredine, čovečanstvo mora medijskom ekologijom da se brani i od moralne zagađenosti kanala kojima se prenose informacije, znanje i istina, taj zadatak, koji je Blejk sebi kao umetnik zacrtao, privlači sve veći broj sledbenika. Komparativno proučavanje brojnih autora obavljeno u ovoj doktorskoj disertaciji pokazalo je da veliki boj njih, pod uticajem Vilijama Blejka, ogromnu pažnju posvećuje pedagogiji i u centar svog stvaralačkog interesovanja stavlja odnos prema deci i prema znanju, bez obzira na različita prvobitna polazišta i različite prvobitne fascinacije Blejkom. U uvodnom delu disertacije ističe se značaj istraživanja britanskog istoričara, Edvarda Palmera Tompsona, posvećenih antinomijskim tradicijama kojima je, po Tompsonu, Blejk pripadao. Tompsonovo interesovanje za Blejka započeto je tokom revolucionarnih šezdesetih, kada je na Kolumbija univerzitetu u Americi održao svoja prva predavanja o Blejku. Posle izuzetno značajne karijere, uvek vidno bliske Blejku, ovaj autor, počasni profesor na Kembridžu, poznat po kapitalnoj studiji The Making of the English Working Class (1963) (Stvaranje engleske radničke klase), umro je radeći na studiji o Blejku, Witness against the Beast: William Blake and the Moral Law (1993) (Svedok protiv zveri: Vilijam Blejk i moralni zakon), posthumno objavljenoj. Njegovom kritičkom pristupu bliski su svi ana, The thesis A Defense of Creativity: William Blake in contemporary criticism, pedagogy and art, submitted to the University of Kragujevac in Serbia for the degree of Doctor of Philosophy, analyzes the presence of William Blake in contemporary criticism, pedagogy and drama. Using E. P. Thompson’s posthumously published study on Blake and British antinomianism, Witness against the Beast: William Blake and the Moral Law, this dissertation shows how Blake’s resistance to all forms of oppression is connected not only to the antinomian traditions of the past but also to the developments of liberation theology, pedagogy of the oppressed, and the theatre of the oppressed movement in the present. Before the arguments used by Paulo Freire, the founder of the Pedagogy of the Oppressed, and Augusto Boal, the founder of the Theatre of the Oppressed, are shown to be unfolding along the same line of thought as Blake’s, the dissertation traces how and why some of the most renowned XX century literary and cultural critics, such as Northrop Frye, F. R. Leavis, Kathleen Raine, Jacob Bronowski, Herbert Marcuse and others, deeply affected by Blake, developed in the same direction and ultimately focused their critical attention on education. Institutional control of knowledge, and the kind of pedagogy through which selected and biased knowledge is disseminated through all levels of education, became for them key fields of interest, shared by all who value true liberty and freedom from oppression. The role of art in society, its place in education and its role in liberation, the kind of awareness it provides and the value of the insights it generates, were questions that obsessed Blake and questions that continue to preoccupy his followers, scholars, social critics, teachers and artists, as well as playwrights (George Bernard Shaw, Adrian Mitchell, Jack Shepherd, Jеz Butterworth, Naomi Wallace), highlighted in this dissertation.
- Published
- 2015
47. Situaciones sociales de desarrollo-aprendizaje: diálogos y confirmaciones desde la investigación-acción en un CINAI costarricense / Social situations of development: dialogues from action-research in a Costarican Early Childhood Center
- Author
-
Orozco Castro Cynthia and Chavarría González María Celina
- Subjects
SOCIOHISTORICAL THEORY ,desarrollo contextuado ,TEORÍA SOCIOHISTÓRICA ,holistic paradigm ,paradigma holista ,SOCIAL SITUATION OF DEVELOPMENT ,COMPLEXITY PARADIGM ,PARADIGMA HOLISTA ,lcsh:Education (General) ,liberation pedagogy ,CONTEXTUAL DEVELOPMENT ,paradigma de la complejidad ,pedagogía de la liberación ,situación social de desarrollo ,DESARROLLO CONTEXTUADO ,teoría sociohistórica ,HOLISTIC PARADIGM ,complexity paradigm ,PEDAGOGÍA DE LA LIBERACIÓN ,social situation of development ,LIBERATION PEDAGOGY ,SITUACIÓN SOCIAL DE DESARROLLO ,lcsh:L ,lcsh:L7-991 ,PARADIGMA DE LA COMPLEJIDAD ,sociohistorical theory ,lcsh:Education ,contextual development - Abstract
Resumen:Desde un paradigma de acción orientada al entendimiento y ciencia comprometida y emancipatoria, se presenta un análisis de categorías que dan seguimiento al concepto de Vygotsky de situación social de desarrollo, con niños y niñas del Centro Infantil de Nutrición y Atención Integral (CINAI) de Cristo Rey, del Ministerio de Salud, en San José, Costa Rica, entre 1996 y 1998. Se sugiere una re-conceptualización de categorías para que queden subsumidas en dicho concepto, como categoría abarcadora, como argumenta Fariñas León (2002); con un análisis descriptivo para una aproximación a la complejidad de dichas situaciones acercándonos a la exploración de situaciones sociales de desarrollo. Además, se discute la evolución de las docentes, de la consciencia y participación plena de la niñez y del currículo de desvalorización y sumisión. Se concluye con una reflexión sobre desafíos que lanza Rodríguez Arocho para la investigación educativa en LatinoaméricaAbstract:A paradigm oriented to communicative action and science-as-compromise from an emancipation perspective guided an action-research endeavor in a Ministery of Health Centro Infantil de Nutrición y Atención Integral (CINAI de Cristo Rey) in a marginal area of San José, between 1996-1998. A re-conceptualization of categories is suggested, towards the more encompassing construct of social situations of development, as Fariñas León (2002) deftly arguments. The heuristic value of relying upon Vygotskian categories that are both holistic and complex is highlighted, especially in terms of their intertwined, embedded nature. Transformations in teacher attitudes and in a curriculum of devaluation and submission are discussed, as well as the role of children’s awareness and participation in processes of transformation. Issues regarding educational research in Latin America, brought to the fore by Rodríguez Arocho (2007a, 2007b) are discussed.
- Published
- 2011
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