Search

La sistematización de la experiencia educativa del Instituto Cerro del Sur ICES y su proyecto educativo institucional “Escuela-Comunidad”, es una aproximación a sus orígenes y al contexto en el cual inicia sus labores a comienzo de la década de los 80. La intención de desarrollar una propuesta de educación popular dentro de la figura de un centro educativo formal siempre ha sido un debate pedagógico. Hay quienes consideran que es una contradicción profunda, toda vez que la educación popular nace como contrapropuesta a la escuela tradicional, pues sus intencionalidades y las dinámicas son distintas. Así pues, durante la experiencia se ha generado tensiones, no sólo al interior de la propuesta sino en los entornos del proyecto y en algunos análisis teóricos que se han ocupado de mirar nuestro proyecto. Para nosotros ha sido un reto abrir la escuela no solo físicamente, también desde las distintas dinámicas sociales, políticas, económicas y culturales que inciden en la vida de la escuela y fuera de ella. La presente sistematización expone algunos elementos que generaron tensiones fuertes al interior del proyecto y con autoridades del orden local y distrital; dichas tensiones la asumimos como parte de las contradicciones propias de aquello que cuestiona, denuncia y propone frente a su quehacer como acción política y pedagógica. Por otro lado, es un sencillo homenaje a la memoria de sus fundadores: el padre Mario Peresson y Evaristo Bernate Castellanos, educadores populares que entregaron toda su vida porque la educación fuera liberadora y emancipadora. The systematization of the educational experience of the Institute Cerro del Sur ICES and its institutional educational project "School-Community" is an approach to its origins and the context in which it began its work in the early 1980s. The intention of developing a popular education proposal within the figure of a formal educational center has always been a pedagogical debate. There are those who consider it to be a deep contradiction, since popular education was born as a counter-proposal to the traditional school, since its intentions and dynamics are different. In this way, during the experience, tensions have been produced, not only within the proposal but also in the project environments and in some theoretical analyzes that have taken care of looking at our project. For us it has been a challenge to open the school not only physically, but also from the different social, political, economic and cultural dynamics that affect the life of the school and outside of it. The present systematization exposes some elements that generated strong tensions within the project and with local and district authorities; We assume these tensions as part of the contradictions inherent to what they question, denounce and propose in the face of their work as a political and pedagogical action. On the other hand, it is a simple tribute to the memory of its founders: Father Mario Peresson and Evaristo Bernate Castellanos, popular educators who gave their whole lives because education was liberating and emancipatory.

Dissertation for the PhD degree Norwegian Academy of Music, Oslo 2020 - Avhandling (Ph.D.) - Norges musikkhøgskole, 2020 Abstract. - This study asks what music therapy can be for service users within compulsory mental healthcare. As a humanistic and recovery-oriented approach, Norwegian music therapy may be viewed as part of a social-academic movement that aims to enhance the participants’ possibilities for action, and Norwegian work ethical guidelines stress that music therapists should support self-determination for the service user. These values, however, are challenged when working within cultures of involuntary treatment. Today we witness changes within the mental health care in Norway regarding both compulsory treatment and the emphasis on alternatives to medications. At the same time music therapy is on its way to be established within mental healthcare across the country. It is important that music therapists are educated about coercion and aware of their attitudes when they are positioned within discourses historically characterized by different coercive measures. Previous research on user experiences points at self-determination and freedom within music therapy as important aspects of music therapy within mental health care and in adjacent practices. Also, previous research teaches us that people with low motivation for treatment may profit from music therapy and that music therapy can be experiences as something else than other treatments. The overarching research question for this study is: ‘What can music therapy be for service users within compulsory mental healthcare?’ The researcher works through a humanistic perspective on music therapy, which includes notions from recovery-oriented music therapy, resource-oriented music therapy, and community music therapy. A postmodernism-informed critical perspective has influenced this study. Especially Foucault’s notion on discourse have impacted the author’s understanding of attitudes and practices within modern mental healthcare; the status quo of mental healthcare is not necessarily the result of a knowledge-based approach, but also a result of ruling discourses. Dis/ability-studies is a perspective that seems to go well with both the humanistic perspective on music therapy and a postmodernism-informed critical understanding of the community; this perspective also aligns with the Convention on the Rights of Persons with Disabilities that is used to point at the relationships between society and individual health, and to stress the importance of maintaining human rights for persons with mental health challenges. Notions from critical psychiatry and notions about positive and negative liberties are also part of the researcher’s foundation for discussing music therapy within compulsory mental healthcare. The design of the study is a qualitative one. The empirical material is constructed through joint interviews in which seven music therapy participations undergoing coercive mental healthcare were interviewed together with their respective music therapists. The interviews were transcribed verbatim and analysed thematically. Three main themes were constructed through the thematic analysis: 1) voluntary music therapy, 2) motivating music therapy, and 3) health promoting music therapy. The participants in this study tend to regard music therapy as voluntary although they are currently being treated involuntarily otherwise. They want access to similar activities beyond their therapy process, they want others to have the same access to music therapy, and some of the participants have taken the initiative to increase the frequency of music therapy appointments. Some aspects of music therapy are mentioned frequently for why people want music therapy: The participants already have a close relationship with music, and they are familiar with the potential positive by-products from music and from participating in music activities; music therapy participation comes with a break from treatment, coercion, medications, sterile wards, and other service users; in music therapy people are free to be themselves and free to explore, regardless of musical background or skill level; music therapy is a social arena for growing relationships with the therapist, as well as with peers. Participation in music therapy can affect the recovery process in several ways: music therapy is sometimes regarded the highlight of the week and is something to look forward to during a hard time; music therapy can help people to get going, and for some people music therapy is the only activity in which they participate during a regular week; music therapy participation comes with meaningful experiences and a spectrum of positive emotions; sometimes taking part in music therapy helps to reduce symptoms and mental health challenges, such as anxiety and run of thoughts. The author of this study suggests the term ‘liberating music therapy’ as an answer to the initial research question of what music therapy can be for people within compulsory mental healthcare. In the description of what a liberating music therapy can be, attention is drawn towards freedom-enhancing perspectives on three layers: 1) within the music therapy sessions, 2) within the recovery process, and 3) within society. These three layers are also discussed in regards to three different levels of music therapy as: 1) a practice, 2) a profession, and 3) an academic discipline. The author argues that music therapists have the responsibility to enable a sense of freedom within the music therapy session, as well as to strive for self-determination within the mental healthcare-system. As part of an academic discipline, the author argues, music therapists should oppose unnecessary use of compulsory mental healthcare, and support self-determination and r ecovery-enabling structures, both in mental healthcare and in society as a whole. Sammendrag. - Denne studien undersøker hva musikkterapi kan være for brukere innen tvungent psykisk helsevern. Musikkterapi som en humanistisk og recovery-orientert tilnærming kan sees på som en sosialakademisk bevegelse som søker å styrke deltakerens handlemuligheter, og norske yrkesetiske retningslinjer fremhever at musikkterapeuter bør støtte opp om deltakernes selvbestemmelse. Disse verdiene utfordres når musikkterapeuten arbeider innen praksiser som fremmer ufrivillig behandling. I dag er vi vitne til endringer i psykisk helsevern i Norge både når det gjelder tvungen behandling og krav om medikamentfri behandling. Samtidig er musikkterapi på vei inn for å etableres i psykisk helsevern rundt i landet. Det er viktig at musikkterapeuter besitter kunnskap om tvang og er bevisst sine holdninger når de trer inn i diskurser som historisk sett har vært preget av ulike tvangsmessige tilnærminger. Tidligere forskning peker på selvbestemmelse og frihet i musikkterapi som viktige elementer i musikkterapi innen psykisk helsevern og i nærliggende praksisfelt. Tidligere forskning viser også at brukere med lite motivasjon for behandling kan ha utbytte av musikkterapi, og at musikkterapi kan oppleves som noe annet enn annen behandling. Det overordnede forskningsspørsmålet i denne studien er som følger: ‘Hva kan musikkterapi være for brukere innen tvungent psykisk helsevern?’ Forskeren støtter seg til et humanistisk perspektiv på musikkterapi som inkluderer tankesett fra recovery-orientert musikkterapi, ressursorientert musikkterapi og samfunnsmusikkterapi. Forskerens forståelse av holdninger og praksiser i moderne psykisk helsevern er påvirket av et postmodernisme-informert kritisk perspektiv, og særlig av Foucault sine betraktninger om diskurser; psykisk helsevern slik vi kjenner den i dag er ikke nødvendigvis et resultat av en kunnskapsbasert tilnærming, men også et resultat av styrende diskurser. Dis/ability-feltet ser ut til å gå godt sammen med både et humanistisk perspektiv på musikkterapi og en postmoderneinformert kritisk forståelse av samfunnet; dis/ability-perspektivet støtter seg også til Konvensjonen om rettighetene til personer med nedsatt funksjonsevne som benyttes i denne studien til å peke forholdet mellom samfunnet og individets helse, og til å tydeliggjøre viktigheten av å opprettholde menneskerettigheter for mennesker med utfordringer tilknyttet psykiske helse. Tanker fra kritisk psykiatri og tanker om positive og negative friheter er også del av forskerens grunnlag for å diskutere musikkterapi i tvungent psykisk helsevern. Studien har en kvalitativ design. Det empiriske materialet er konstruert gjennom intervjuer med syv musikkterapideltakere underlagt tvungent psykisk helsevern, og hvor deltakernes respektive musikkterapeuter var deltakende i intervjuet. Intervjuene ble transkribert og analysert tematisk. Tre hovedtemaer ble konstruert på bakgrunn av den tematiske analysen: 1) frivillig musikkterapi, 2) motiverende musikkterapi, og 3) helsefremmende musikkterapi. Studiens deltakere anså musikkterapi som frivillig til tross for at de ellers var underlagt tvang: Deltakerne ønsket tilgang til liknende musikkaktiviteter utover terapiforløpet; de ønsket at andre får tilsvarende tilbud om musikkterapi som dem selv; og noen av deltakerne har tatt initiativ til å øke hyppigheten av musikkterapiavtaler. Noen aspekter av musikkterapi synes å gå igjen når det gjelder grunner til å delta i musikkterapi: Deltakerne har allerede et nært forhold til musikk, og de er kjent med de positive bieffektene som kan komme av musikk og deltakelse i musikkaktiviteter; med musikkterapi følger et avbrekk fra behandling, tvang, medisinering, sterile avdelinger og andre brukere; i musikkterapi er deltakerne frie til å være seg selv og til å utforske, uavhengig av musikalsk bakgrunn eller ferdighetsnivå; musikkterapi er en sosial arena for å dyrke relasjoner med både musikkterapeuten og andre deltakere. Deltakelse i musikkterapi kan påvirke bedringsprosessen på flere måter: Musikkterapi er noen ganger ansett for å være ukas høydepunkt og noe å se frem til i vanskelige perioder; musikkterapi kan hjelpe deltakerne i gang i aktivitet, og for noen av deltakerne er musikkterapi den eneste ukentlige aktiviteten de deltar i; med deltakelse i musikkterapi følger meningsfulle opplevelser og et spekter av positive følelser; deltakelse i musikkterapi kan i følge deltakerne bidra til å redusere symptomer og utfordringer innen psykisk helse, som angst og tankekjør. Forfatteren av denne studien foreslår begrepet ‘frigjørende musikkterapi’ som svar på det innledende forskningsspørsmålet om hva musikkterapi kan være for brukere i tvungent psykisk helsevern. Beskrivelsen av hva en frigjørende musikkterapi kan være inkluderer frihetsfremmende aspekter i tre lag: 1) i musikkterapisesjonen, 2) i bedringsprosessen og 3) i samfunnet. Disse tre lagene er også diskutert i sammenheng med tre ulike nivåer av musikkterapi: 1) praksis, 2) profesjon og 3) akademisk disiplin. Forfatteren av denne argumenterer for at musikkterapeuter innen tvungent psykisk helsevern har et ansvar for å legge til rette for opplevd frihet i musikkterapisesjonen og legge til rette for brukernes selvbestemmelse i psykisk helsevern. Som del av en akademisk disiplin bør musikkterapeuter, i følge forfatteren, motkjempe unødvendig bruk av tvang, og støtte medbestemmelse og helsefremmende strukturer, i psykisk helsevern og i kulturen for øvrig.

The article argues that when the indigenous leadership of churches in Africa took over it was a welcome relief, a process that must never be reversed. That take-over followed the cry for a moratorium and for indigenous leadership that was not given space by white missionaries who were at the forefront of the colonisation process. In this article, a question is raised as to whether indigenous leadership is offering leadership that is qualitatively different from that of white missionaries who were also regarded as modern-day Pharaohs and who were incapable of liberating and transforming the church and society. Sadly, indigenous leadership is emulating the behaviours and tendencies of those who were seen as modern-day Pharaohs and subsequently the church is not able to be true to its nature and mission work. The article looks at the ancient Pharaohs and their tendencies and concludes that there are some similarities between the leadership of missionaries and indigenous leadership. The article makes a case for different leadership that is selfless, ethical and service-oriented as taught and embodied by Jesus Christ.

Emilia Djiapouras is an undergraduate student (Level 5 at the time of writing) of Youth Work & Community Development. This paper is an example of co-creation of knowledge by students and academics at DMU. This paper conveys the effectiveness of expressive methodologies (dramatic movement/physical theatre) as a conduit for social learning. The audience/readers are encouraged to analyse the projected learning outcomes of a featured performance, achieving gender solidarity and an acute awareness of sexism/misogyny. The participants engaged in the performance personify the coercive conduct that the victim faces, holding her hostage to her emotional turmoil. This struggle ascends into an emotional climax as the young woman is empowered by interventions that give her a voice. She becomes powerful after being led to believe she is powerless. The audience observe an environment that allows them to discover the liberating effects of self-expression, identity and belonging. This paper outlines the effectiveness of physical theatre as a means to support, encourage and empower victims of domestic violence. It focuses on physical theatre as a tool for awareness-building, educating young people and professionals to develop a critical consciousness, promoting social change.

The article argues that for mission to be contextual and liberating it has to take seriously the plight of those who for various socio-economic and political factors have been forced to migrate from their countries of birth. Furthermore it critically analyses those factors that have led to the uprooting and the dislocation of Africans who are further impoverished, if not enslaved in the new countries where they are domiciled, particularly in the South African context. The paper argues that it is time, just like at Melbourne (1980) with regard to the poor, for those people who are dislocated to be "put in the very centre of missiological reflection". In addition they also have to be put in the centre of theological reflection, and in particular theological education. Only if the plight of foreigners (migrants) who have been dislocated is placed at the centre of theological education can the churches through their main functionaries who benefit directly from theological education play a liberating and humanising role in welcoming and humanising the foreigners who have been dislocated. Clergy, theologians and laity have significant roles to play in view of uprooting and dispelling the myths, stereotypes and resentment that often fuel xenophobia, in view making Africa hospitable to Africans.

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.

The article argues that for mission to be contextual and liberating it has to take seriously the plight of those who for various socio-economic and political factors have been forced to migrate from their countries of birth. Furthermore it critically analyses those factors that have led to the uprooting and the dislocation of Africans who are further impoverished, if not enslaved in the new countries where they are domiciled, particularly in the South African context. The paper argues that it is time, just like at Melbourne (1980) with regard to the poor, for those people who are dislocated to be "put in the very centre of missiological reflection". In addition they also have to be put in the centre of theological reflection, and in particular theological education. Only if the plight of foreigners (migrants) who have been dislocated is placed at the centre of theological education can the churches through their main functionaries who benefit directly from theological education play a liberating and humanising role in welcoming and humanising the foreigners who have been dislocated. Clergy, theologians and laity have significant roles to play in view of uprooting and dispelling the myths, stereotypes and resentment that often fuel xenophobia, in view making Africa hospitable to Africans.

A pesquisa aqui apresentada se insere na linha de pesquisa Ensino e Aprendizagem de Ciências e Matemática, do Programa de Pós-graduação em Educação em Ciências e Matemática, da Pró-reitoria de Pesquisa e Pós-graduação PRPPG, da Universidade Federal de Goiás. O estudo desenvolvido buscou investigar e refletir sobre as possibilidades de articulação entre o conhecimento matemático e realidades sociais, políticas, culturais e econômicas, por meio de atividades contextualizadas que visaram valorizar os contextos de vida dos alunos (background) e dar voz aos seus anseios, esperanças e sonhos (foreground). O problema central de pesquisa se constitui do seguinte modo: a referida articulação pode contribuir para uma aprendizagem com significados social e culturalmente contextualizados da matemática, bem como para uma leitura crítica e consciente da realidade envolvente que favoreça a autonomia do aluno? Interligado a essa questão, situa-se o objetivo geral da pesquisa: investigar se o ato de buscar significados para uma efetiva aprendizagem da Matemática por meio de atividades contextualizadas na realidade sociocultural dos alunos, bem como em seus interesses, contribui para que os seus conhecimentos sejam direcionados rumo a uma consciência crítica e a um exercício autônomo de cidadania. A presente pesquisa se constituiu por uma abordagem qualitativa de pesquisa, na perspectiva da Etnomatemática, da Educação Matemática Crítica e da Pedagogia Dialógico-Libertadora. A pesquisa foi realizada em uma escola pública do município de Goiânia-GO com uma turma de alunos que transitou do primeiro para o segundo ano do Ensino Médio durante a realização da investigação, sendo estruturada em dois momentos: Diagnóstico (observação em sala de aula, questionário sociocultural e atividade diagnóstica) e Intervenção Pedagógica (aulas temáticas e o Projeto A Matemática e as profissões). A esperança que fica vem de encontro ao potencial, ao envolvimento, à curiosidade e à criatividade das pessoas que buscam um mundo menos compartimentado em domínios de conhecimento e em práticas de vida, almejando um mundo que possa ser compreendido em sua diversidade por meio da Educação, valorizando as vivências, experiências cotidianas e sonhos, reconhecendo o sujeito em seu espaço, em suas raízes, sua cultura, seus conhecimentos, seus desejos, para dar voz e resgatar nos alunos seu direito à cidadania, com a finalidade de termos uma sociedade com mais oportunidades e menos desigualdades. The presented research is in line of search Teaching and Learning of Science and Mathematics of Postgraduate Program on Education in Science and Mathematics of Pro- Rectory for Research and Postgraduate Studies (PRPPG) of Federal University of Goiás. The developed study aimed investigate and reflect about the possibilities of articulation in between the mathematic knowledge and social, political, cultural and economic realities, through contextualized activities with aim in to valorize the students life contexts (background) and give voice to your yearnings, hopes and dreams (foreground). The central problem in the research is constituted as follows: can that articulation contribute to a learning with social meanings and culturally contextualized from mathematics, as to a critical reading and aware of the reality surrounding which encourage the student autonomy? Linked to this question, lies the research goal: investigate if the act of seeking meanings to a effective learning of mathematics through contextualized activities in the students sociocultural reality, plus your interests, contributes to that their knowledge be directed to a critical conscience and to a autonomous exercise of citizenship. This study is constituted by a qualitative approach of research, in the context of Ethnomatematics, Critical Mathematics Education and Dialogical Pedagogy-Liberating. The research has been made on public schools of Goiânia city (Goiás state) with a students class which moved from first to second year of high school during the conduct of research, being structured in two phases: Diagnosis (observation in the classroom, sociocultural questionnaire and diagnostic activity) and Pedagogical Intervention (thematic classes and the project The Mathematics and The Professions). The hope is that it comes against to the potential, the development, the curiosity and the creativity of people seeking a less compartmentalized world in areas of knowledge and life practices, looking for a world that can be understood in its diversity through education, valuing experiences, everyday experiences and dreams, recognizing the subject in your space, in your roots, your culture, your knowledges, your desires, to give "voice" and rescue on the students their right to citizenship, in order to have a society with more opportunities and fewer inequalities.