Academic literature on the topic 'Freirean praxis'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Freirean praxis.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Freirean praxis"
1
Pizzinatto, Carolayne Paulina, and Ivo Dickmann. "Didática freiriana dos professores nos cursos de licenciatura de uma universidade comunitária." Revista Educação, Pesquisa e Inclusão 1 (November 25, 2020): 237. http://dx.doi.org/10.18227/2675-3294repi.v1i0.6679.
Full textAbstract:
O presente artigo revela, a partir das falas dos professores dos cursos de licenciatura de uma universidade comunitária, na região sul do Brasil, a aderência de sua práxis pedagógica à didática freiriana. A base epistêmico-metodológica da pesquisa é a didática freiriana e as falas dos professores foram interpretadas a partir da análise de conteúdo. Os resultados apontam para uma identidade da práxis dos professores entrevistados com a didática freiriana, embora muitas vezes de forma não intencional, mas sempre conectando práticas críticas às suas ações pedagógicas freirianas. Conclui-se o estudo com considerações indicativas para a formação de professores na perspectiva da didática freiriana, tendo como base o diálogo, a pausa pedagógica, o contexto concreto das práticas e novas relações educador-educando.THE FREIREAN DIDACTICS OF PROFESSORS IN THE LICENTIATE DEGREE COURSES OF A COMMUNITY UNIVERSITYThis article reveals, from professors’ speeches of the licentiate degree courses at a community university, in the southern region of Brazil, the adherence of their pedagogical praxis to Freirean didactics. The epistemic-methodological basis of the research is the Freirean didactics and the professors’ speeches were interpreted from the content analysis. The results point to a praxis identity of the professors interviewed with Freirean didactics, although often unintentionally, but always connecting critical practices to their Freirean pedagogical actions. The study is concluded with indicative considerations for the professor training from the Freirean didactics’ perspective, based on dialogue, pedagogical pause, the concrete context of practices and new educator-student relationships.KEYWORDS: Freirean didactics; Licentiate Degree; Professor training; Paulo Freire. DIDÁCTICA FREIRINA DE LOS MAESTROS EN LOS CURSOS DE GRADUACIÓN EN UNA UNIVERSIDAD COMUNITARIAEste artículo revela, a partir de los discursos de los maestros de los cursos de graduación en una universidad comunitaria, en la región sur de Brasil, la adhesión de su praxis pedagógica a la didáctica freiriana. La base epistémica-metodológica de la investigación es la didáctica freiriana y los discursos de los profesores se interpretaron a partir del análisis de contenido. Los resultados apuntan a una identidad de la praxis de los maestros entrevistados con la didáctica freiriana, aunque a menudo de manera no intencional, pero siempre conectando prácticas críticas con sus acciones pedagógicas freirianas. El estudio concluye con consideraciones indicativas para la formación del profesorado desde la perspectiva de la didáctica freiriana, basada en el diálogo, la pausa pedagógica, el contexto concreto de las prácticas y las nuevas relaciones educador-alumno.PALABRAS CLAVE: Didáctica freiriana; Graduación; Formación de maestros; Paulo Freire.
2
Theodore, Nik. "Generative work: Day labourers’ Freirean praxis." Urban Studies 52, no. 11 (March 3, 2014): 2035–50. http://dx.doi.org/10.1177/0042098014523071.
Full text
3
Botman, Beryl Verna. "Freirean hope as educational construct for teacher education in South Africa." Revista Docência do Ensino Superior 11 (November 23, 2021): 1–16. http://dx.doi.org/10.35699/2237-5864.2021.34929.
Full textAbstract:
This article argues that South African teacher education and development policy lack an explicit philosophy of education and corresponding pedagogy that promote transformation and equality. After an analysis of some works by Paulo Freire, it is argued that it is in a Freirean philosophy of education and in a pedagogy of hope that the praxis of teacher education establishes the notion of teachers as unfinished beings and agents of hope. This article offers an opportunity to imagine what Freire’s Pedagogy of hope (FREIRE, 1994) could contribute to the dialogue regarding the policy, gazetted in 2011 and revised in 2015, on the minimum requirements for teacher education qualifications in South Africa. The fundamental role that teacher education institutions can play in contributing to the transformation of education is defended, particularly if the philosophy of Freirean education and a pedagogy of hope are compromised. The article concludes with an attempt at re-orientation of teacher education policy.
4
AGUIAR, Denise Regina Costa. "Por uma práxis educativa humanizadora e emancipatória." INTERRITÓRIOS 7, no. 14 (August 27, 2021): 131. http://dx.doi.org/10.51359/2525-7668.2021.251599.
Full textAbstract:
O artigo tem por objetivo evidenciar os pressupostos freireanos necessários para a construção de uma práxis educativa humanizadora e emancipatória, para educadores e educandos, das camadas populares, nas unidades educativas, como uma possibilidade para o enfrentamento dos desafios em tempos de pandemia. A pesquisa desenvolveu-se a partir da abordagem qualitativa, por meio da revisão da literatura sobre a temática. A práxis educativa em uma perspectiva crítico-emancipatória, funda-se na ética humana e nos princípios de participação e autonomia, como condição a gestão democrática.Por fim, espera-se que muitas escolas, se arrisquem num outro jeito de fazer escola, em uma práxis educativa humanizadora e emancipatória, como proposto por Paulo Freire.Currículo. Tempo e Espaço. Pressupostos Freireanos.ABSTRACTThe article aims to highlight the Freirean assumptions necessary for the construction of a humanizing and emancipatory educational praxis, for educators and students, from the lower classes, in educational units, as a possibility to face the challenges in times of pandemic. The research was developed from a qualitative approach, through a review of the literature on the subject. The educational praxis in a critical-emancipatory perspective is based on human ethics and on the principles of participation and autonomy, as a condition for democratic management. Finally, it is expected that many schools take risks in another way of doing school, in a humanizing and emancipatory educational praxis, as proposed by Paulo Freire.Curriculum. Time and space. Freirean Assumptions.RESUMENEl artículo tiene como objetivo resaltar los supuestos freireanos necesarios para la construcción de una praxis educativa humanizadora y emancipadora, para educadores y estudiantes de las clases bajasen las unidades educativas, como posibilidad de afrontar los desafíos en tiempos de pandemia. La investigación se desarrolló desde un enfoque cualitativo, mediante una revisión de la literatura sobre el tema. La praxis educativa en una perspectiva crítico-emancipadora se fundamenta en la ética humana y en los principios de participación y autonomía, como condición para la gestión democrática. Finalmente, se espera que muchas escuelas se arriesguen en otra forma de hacer escuela, en una praxis educativa humanizadora y emancipadora, como propone Paulo Freire.Currículo. Tiempo y espacio. Supuestos freireanos
5
Keyl, Shireen. "Subaltern Praxis: A Vygotskian and Freirean Framework in NGO Education." International Journal of Multicultural Education 23, no. 2 (August 30, 2021): 173–88. http://dx.doi.org/10.18251/ijme.v23i2.2711.
Full textAbstract:
This article examines the functionality and ideological underpinnings of an NGO system in Beirut, Lebanon. This grassroots NGO, in partnership with the Migrant Community Center and migrant domestic workers from African and Southeast Asian countries, creates an educational space that is both transformative and libratory. This activist space is informed by an anti-racist and feminist ideology. Based on the narratives of this system’s stakeholders, I forward a subaltern praxis, a transformative model for the development sector informed by Vygotsky’s constructivist frameworks and Freirean ideology.
6
Melo Júnior, Arlindo Lins de, and José Leite dos Santos Neto. "O olhar freireano sobre a formação de professores para a educação básica / The Freirean gaze at the teachers training..." Cadernos CIMEAC 8, no. 2 (October 29, 2018): 120. http://dx.doi.org/10.18554/cimeac.v8i2.2522.
Full textAbstract:
A formação de professores é uma atividade eminentemente humana, inscrita no campo da educação como uma categoria teórica, científica, política e pedagógica. Neste estudo, através de revisão bibliográfica e documental, objetivamos descrever algumas contribuições de Paulo Freire para a formação de professores. Os resultados direcionaram para dois eixos temáticos construídos a partir da análise documental, a seguir: (1) a formação de professores em Paulo Freire (2) práxis pedagógica na formação de professores em Paulo Freire. Como resultado principal, constatou-se que nos textos e documentos consultados, a importância de valorizar a formação do professor sobre o viés da formação humanizadora explicitada pelo autor para educação básica.Palavras-chave: Formação de professores; Paulo Freire; Práxis Pedagógica. ABSTRACT: The teachers training is ahuman eminently activity, intoeducation field as a theoretical, scientific, political and pedagogical category. The core of this study is describingthe Paulo Freire’s contributions regardingto teacher training. The research was carried out through a bibliographical and documentary methodology. The results lead to two thematic axes constructed from documental analysis: (1) teacher training in Paulo Freire (2) pedagogical praxis in teacher training in Paulo Freire. As a main result, has been verified that in the texts and documents analyzed, the importance of valuing the teacher training on the bias of the humanizing formation explained by Freire for basic education.Keywords: Teacher training; Paulo Freire; Pedagogical praxis.
7
Khandekar, Sujata. "Paulo Freirean Ideas at the Grassroots: From Problem Posing Education to Critical Consciousness." International Journal of Community and Social Development 3, no. 1 (March 2021): 30–44. http://dx.doi.org/10.1177/25166026211002937.
Full textAbstract:
This article aims to reflectively analyse the personal and organisational trajectory of a grassroots activist—researcher in translating abstract praxis-related theoretical ideas to practise through a two-way process of learning. It critically discuses an evolving process of collective actions and associated reflections that progressively brought clarity on the theoretical aspects of the Freirean concepts. The process of the application and usefulness of the problem posing education, conscientisation and critical consciousness in transforming the lives of women and communities is reflectively narrated. The author argues that Freire’s transformative conceptualisations not only have the impact on the ‘oppressed’, but also on the ‘privileged’ who chose to work with them. Despite some limitations, the author, as a community practitioner/activist, finds Freire’s ideas as a gift in the political purpose and politics of her work. These reflections will be of use to community practitioners and members working in similar contexts.
8
Link, Holly, and Obed Arango. "La vida tiene muchas curvas [Life has many curves]." Positive synergies 5, no. 1 (January 10, 2019): 29–48. http://dx.doi.org/10.1075/ttmc.00023.lin.
Full textAbstract:
Abstract In this article, a conceptual discussion grounded in our practice as educators and scholars we use a bilingual poem, collaboratively written by young people from Latinx immigrant backgrounds, as an entry point to engage with existing discussions among practitioners and scholars on connections between translanguaging and Freirean praxis, and more broadly, on translanguaging and its potential for social transformation. Grounding our discussion in our work at a bilingual community education non-profit organization that seeks to empower Latinx immigrants, we explore how we are developing translanguaging spaces for immigrant students and families, spaces guided by a collective vision of social transformation, through what we call translanguaging praxis. Through articulating this translanguaging praxis, we foreground the transformative potential of translanguaging. We argue that translanguaging is not only a political act but that it can also be a critical, rebellious and creative one through which educators, students and families can respond to dominant narratives on Latinx immigrants in the US, co-constructing counter-stories through which they express who they are from their own perspectives and in dialogue with each other.
9
Dunkerly, Judith Marie. "Reading the World in the Word: The Possibilities for Literacy Instruction Framed Within Human Rights Education." Language and Literacy 15, no. 2 (August 2, 2013): 40. http://dx.doi.org/10.20360/g2t019.
Full textAbstract:
The purpose of this critical ethnography (Madison, 2005; Noblit, Flores & Murrillo, 2004) was to investigate the experiences of teachers and students when literacy instruction was framed within human rights education. Informed by theories of cosmopolitan education (Beck, 2002; Beck & Szneider, 2010; Goldstein, 2007; Harper & Bean, 2009; Hull, 2010), critical socio-cultural theory (Moje & Lewis, 2007) and incorporating Freirean concepts of critical literacy and praxis, this study details the experiences of two servant leader interns (teachers) and sixteen scholars (students) participating in human rights education within the context of a Children’s Defense Fund Freedom School.
10
James, Anna. "Making (Non)Sense of Urban Water Flows: Qualities and Processes for Transformative and Transgressive Learning Moments." Sustainability 11, no. 23 (December 1, 2019): 6817. http://dx.doi.org/10.3390/su11236817.
Full textAbstract:
Urban sustainability and justice depend upon the flow of water across complex urban space. Yet, the characteristics of urban space produce a fragmented sense of our water resources. Cape Town, South Africa, the context of this research, is one such city whose water challenges have been exacerbated by climate change-induced drought, to the extent that the city nearly shut off the water running to residents’ taps. This context presents a particular challenge for the focus of this special issue, transformative and transgressive learning, an emerging arena of thought and practice concerned with learning processes that might foster more sustainable socio-ecological relations. The empirical material for this research draws from 12 arts-based inquiry workshops run with youth in an environmental organisation over four months, exploring a local water crisis. The data were generated through an engaged arts-based research process. The paper traces how transformative and transgressive learning in the context of urban water crisis might be characterised as making (non)sense by bringing the empirical material into dialogue with five entry points of transformative and transgressive learning literature rooted in Freirean educational praxis. This paper crafts and engages the concept of making (non)sense, a way of thinking about qualities and processes of learning praxis that responds to the wicked sustainability challenges we face today, particularly in terms of a Global South perspective. I argue such a praxis needs qualities and processes that disrupt and trouble the norm in the context of the socio-ecological challenge of urban water.
Dissertations / Theses on the topic "Freirean praxis"
1
Styles, Catherine Anne, and castyles@ozemail com au. "An other place: the Australian War Memorial in a Freirean framework." The Australian National University. Centre for Women's Studies, 2001. http://thesis.anu.edu.au./public/adt-ANU20010904.111335.
Full textAbstract:
My thesis is that museum exhibitions developed according to Freirean praxis would constitute a better learning opportunity for visitors, facilitate the process of evaluation, and enact the favoured museum principles of dialogic communication and community-building.
¶This project constitutes a cross-fertilisation of adult education, cultural studies and museum practice. In the last few decades, museum professional practice has become increasingly well informed by cultural critique. Many museum institutions have been moved to commit to building communities, but the question of how to do so via exhibition spaces is yet to be squarely addressed by the museum field. In this thesis I produce a detailed evaluation of a museum's informal learning program; and demonstrate the potential value of adult education theory and practice for enacting museums' commitment to dialogic communication and community-building.
¶To investigate the value of adult education praxis for museums, I consider the Australian War Memorial's signifying practice - the site and its exhibitions - as a program for informal learning. I conduct my analysis according to Ira Shor's (Freirean) method for engaging students in an extraordinary re-experience of an ordinary object. Shor's program calls for students to investigate the object through three stages of description, diagnosis and reconstruction. Respectively, I testify to my initial experience of the Memorial's program as a visitor, analyse its signification in national, international and historical contexts, and imagine an alternative means of signifying Australia's war memory. The resulting account constitutes a record of my learning process and a critical and constructive evaluation of the Memorial as a site for informal learning. It provides a single vision of what the Memorial is, what it means and how it could be reconstructed. But more importantly, my account demonstrates a program for simultaneously learning from the museum and learning about its signifying practice. This dual educational and evaluative method would mutually advantage a museum and its visiting public. In a museum that hosted a dialogic program, the exhibitions would invite evaluative responses that staff are otherwise at pains to generate. Concurrently, visitors would benefit because they would be engaging in a more critical and constructive learning process. In addition, the museum would be enacting the principle of dialogic communication that underpins the project of community-building.
2
Miquelante, Marileuza Ascencio. "A pedagogia freireana e a leitura critica em ingles : interação, auto-observação, praxis." [s.n.], 2002. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269379.
Full textAbstract:
Orientador : Joanne Marie McCaffrey Busnardo NetoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-02T13:26:54Z (GMT). No. of bitstreams: 1 Miquelante_MarileuzaAscencio_M.pdf: 7729413 bytes, checksum: 126f59fc73d72c44fbef194e47f12c1f (MD5) Previous issue date: 2002
Resumo: Esta dissertação teve por objetivo investigar a implementação de uma pedagogia crítica freireana, com o foco na leitura, em inglês para adolescentes brasileiros. Para refletir sobre a viabilidade de tal projeto, é analisado, através de uma metodologia etnográfica de auto-observação em sala de aula, como certos conceitos centrais vindos da pedagogia freireana e das áreas de leitura e letramento crítico são concretizados na prática pedagógica. As investigações teóricas e as análises de interação em sala de aula (realizadas sob o ponto de vista neo-vygotskiano) sugerem que o conceito central da pedagogia freireana - o da conscientização dialógica - ao mesmo tempo em que é de grande inspiração para o professor de leitura crítica, pode apresentar problemas especiais. Especula-se que a tensão presente na própria visão freireana entre a urgência de mudar o mundo e a importância da dialogia pode re-aparecer como tensão no trabalho do professor. Conclui-se que a auto-observação em sala de aula é particularmente importante para o professor de língua estrangeira, uma vez que oferece elementos para o diálogo entre teoria e prática, fornecendo assim dados preciosos para a práxis freireana
Abstract: This dissertation aimed to investigate the possibility of elaborating a critical pedagogy focusing reading in English for Brazilian adolescents. In order to judge the viability of such a project an auto-observational classroom etbnography was undertaken to analyse how certain central concepts from Freirean, literacy and reading theories are concretized in pedagogical practices. The theoritical investigations, together with the analyses of classroom interactions (undertaken from a neo-vygotskian point of view), suggest that the central concept of Freirean pedagogy - that of dialogicalconsciousnessraising- although it greatly inspires teacher of critical reading, can also be a problem for them. A hypothesis is put forward that the tension present in Freirean theory itself between the urgency of bringing about change and the importance of dialogue may reappear in the practice of teaching. The dissertation concludes that self-observation in the classroom is particularly important for the teacher of foreign language, since it offers a rich source of data for the studies of the relationship between theory and practice, and for a more profound understanding of Freirean praxis
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada
3
Soares, Eder [UNESP]. "A dialogicidade freireana na educação de jovens e adultos." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/106095.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:35:14Z (GMT). No. of bitstreams: 0
Previous issue date: 2006-12-13Bitstream added on 2014-06-13T19:45:17Z : No. of bitstreams: 1
soares_e_dr_fran.pdf: 1344580 bytes, checksum: 4de89bc165d87c6424e3961c8f11c96d (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente estudo propôs-se a compreender e interpretar as percepções e significados das experiências vividas por jovens e adultos alfabetizandos. Com esta pesquisa, queremos possibilitar aos profissionais que trabalham com Educação Popular, entre outros, os Assistentes Sociais, para que possam recolocar em suas práticas novos ou renovados paradigmas, enfoques e perspectivas na abordagem dos processos de socialização implicados em trabalhos populares, particularmente no que se refere à Educação de Jovens e Adultos. O Brasil ainda é um dos países mais atrasados em matéria de educação, ostentando a cifra vergonhosa de cerca de 15% de analfabetos entre a população adulta acima de 15 anos, onde o analfabeto não convive com a civilização e não progride no trabalho nem evolui socialmente. Com o objetivo de compreender e interpretar a dialogicidade freireana na educação de jovens e adultos, buscamos na fenomenologia hermenêutica um modo de pesquisa que atendesse à especificidade do tema. Foram ouvidos na primeira entrevista vinte discursos de alfabetizandos proferidos na inscrição do Curso e, na segunda entrevista, dezenove discursos no término do Curso, a partir da questão orientadora: o que significa ser alfabetizado? Esses discursos, uma vez submetidos à análise fenomenológica, desvelaram as seguintes categorias: primeira entrevista – “vivenciar situações de exclusão”, “aprender a ler e escrever a partir da realidade vivida”, “superar as atuais condições de vida”; segunda entrevista – “participar no processo de construção do conhecimento”, “ser reconhecido como sujeito e não como objeto de uma prática social”, “tomar consciência da realidade e de suas possibilidades”. Em seguida, enfocamos cada dimensão da relação realidade-homem-sociedade, percorrendo um caminho fenomenológico-hermenêutico...
The present study was aimed at understanding and interpreting the perceptions and meanings of the experiences lived by youngsters and adults in the process of learning how to read and write. With this study we wish to enable the professionals who work with Popular Education, among others the Social Workers, to reinsert new or renewed paradigms, focuses and perspectives in the approach of the socialization processes implied in popular work, especially in what concerns the Education of Youngsters and Adults. Brazil is still one of the most backward countries in matter of education, boasting the shameful figure of about 15% of illiterates among the adult population over 15, where the illiterate does not live along the civilization and cannot progress at work or evolve socially. Aimed at understanding and interpreting Paulo Freire’s dialogic in the education of youngsters and adults, we sought in the hermeneutical phenomenology a research design which fulfilled the specificity of our subject. In the first interview, twenty accounts of students learning how to read and write delivered at the registration in the Course were listened to and, in the second interview, nineteen accounts made at the end of the course triggered by the leading question: what is it to be literate? These accounts, once submitted to phenomenological analysis, yielded the following categories: first interview – “experiencing exclusion situations”, “learning how to read and write from the reality experienced”, “overcoming the current life conditions”; second interview – “participating in the knowledge building process”, “being recognized as a subject and not an object of a social practice”, “becoming aware of the reality and its possibilities”. Afterwards, we approached each dimension of the reality-man-society relation along a phenomenological-hermeneutical...(Complete abstract click electronic access below)
4
Soares, Eder. "A dialogicidade freireana na educação de jovens e adultos :." Franca : [s.n.], 2006. http://hdl.handle.net/11449/106095.
Full textAbstract:
Orientador: Djanira Soares de Oliveira e AlmeidaBanca: Alfredo Argus
Banca: Martha Maria dos Santos
Banca: Mário José Filho
Banca: Ubaldo Silveira
Resumo: O presente estudo propôs-se a compreender e interpretar as percepções e significados das experiências vividas por jovens e adultos alfabetizandos. Com esta pesquisa, queremos possibilitar aos profissionais que trabalham com Educação Popular, entre outros, os Assistentes Sociais, para que possam recolocar em suas práticas novos ou renovados paradigmas, enfoques e perspectivas na abordagem dos processos de socialização implicados em trabalhos populares, particularmente no que se refere à Educação de Jovens e Adultos. O Brasil ainda é um dos países mais atrasados em matéria de educação, ostentando a cifra vergonhosa de cerca de 15% de analfabetos entre a população adulta acima de 15 anos, onde o analfabeto não convive com a civilização e não progride no trabalho nem evolui socialmente. Com o objetivo de compreender e interpretar a dialogicidade freireana na educação de jovens e adultos, buscamos na fenomenologia hermenêutica um modo de pesquisa que atendesse à especificidade do tema. Foram ouvidos na primeira entrevista vinte discursos de alfabetizandos proferidos na inscrição do Curso e, na segunda entrevista, dezenove discursos no término do Curso, a partir da questão orientadora: o que significa ser alfabetizado? Esses discursos, uma vez submetidos à análise fenomenológica, desvelaram as seguintes categorias: primeira entrevista - "vivenciar situações de exclusão", "aprender a ler e escrever a partir da realidade vivida", "superar as atuais condições de vida"; segunda entrevista - "participar no processo de construção do conhecimento", "ser reconhecido como sujeito e não como objeto de uma prática social", "tomar consciência da realidade e de suas possibilidades". Em seguida, enfocamos cada dimensão da relação realidade-homem-sociedade, percorrendo um caminho fenomenológico-hermenêutico...(Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present study was aimed at understanding and interpreting the perceptions and meanings of the experiences lived by youngsters and adults in the process of learning how to read and write. With this study we wish to enable the professionals who work with Popular Education, among others the Social Workers, to reinsert new or renewed paradigms, focuses and perspectives in the approach of the socialization processes implied in popular work, especially in what concerns the Education of Youngsters and Adults. Brazil is still one of the most backward countries in matter of education, boasting the shameful figure of about 15% of illiterates among the adult population over 15, where the illiterate does not live along the civilization and cannot progress at work or evolve socially. Aimed at understanding and interpreting Paulo Freire's dialogic in the education of youngsters and adults, we sought in the hermeneutical phenomenology a research design which fulfilled the specificity of our subject. In the first interview, twenty accounts of students learning how to read and write delivered at the registration in the Course were listened to and, in the second interview, nineteen accounts made at the end of the course triggered by the leading question: what is it to be literate? These accounts, once submitted to phenomenological analysis, yielded the following categories: first interview - "experiencing exclusion situations", "learning how to read and write from the reality experienced", "overcoming the current life conditions"; second interview - "participating in the knowledge building process", "being recognized as a subject and not an object of a social practice", "becoming aware of the reality and its possibilities". Afterwards, we approached each dimension of the reality-man-society relation along a phenomenological-hermeneutical...(Complete abstract click electronic access below)
Doutor
5
Alberto, Simão 1965. "Política, educação e sociedade : a atualidade da pedagogia freireana na superação dos estigmas autoritários nas relações escolares no Brasil." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254146.
Full textAbstract:
Orientador: César Apareciddo NunesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-27T11:04:06Z (GMT). No. of bitstreams: 1 Alberto_Simao_D.pdf: 1290972 bytes, checksum: 1024c845a4d505ff6aac2f17e311195c (MD5) Previous issue date: 2015
Resumo: A presente pesquisa tem como objetivo discutir as relações entre Política, Educação e Sociedade, sob a perspectiva freireana de ensino, visando à superação dos estigmas autoritários das relações escolares no Brasil atual. A pesquisa é bibliográfica e documental, realizada com base nas referências disponíveis no acervo geral de pesquisa na área da Educação, sobretudo em algumas obras de Paulo Freire e na literatura de outros autores que estudam a temática. Aborda os fundamentos filosóficos e históricos da educação brasileira, contextualizações políticas da conjuntura brasileira (1958-1996), período da atuação efetiva de Paulo Freire nas discussões da educação e as implicações da relação autoritária na escola e no autoritarismo político, econômico e cultural. Justifica-se o resgate histórico da trajetória da educação brasileira, definindo a educação emancipatória, educação bancária e alienação. Descreve analiticamente a biografia de Paulo Freire, com a intenção de compreender o significado de seu pensamento pedagógico na tradição política da educação brasileira. Enuncia e esclarece os conceitos como política, educação, sociedade, desmitificando o estigma da relação autoritária na educação escolar brasileira e seus fundamentos. Parte da questão: Por que somos organicamente autoritários? O pensamento freireano ajudou no entendimento e na análise dos movimentos sociais e dos novos sujeitos emergentes. Apresenta perspectivas e contradições da relação política, educacional e curricular na conjuntura brasileira, com o enfoque nas conquistas sociais e políticas advindas das legítimas e justas reivindicações populares, bem como os inegáveis avanços e limites da educação brasileira recente (1996-2014), uma fase de vida caracterizada pela debilidade física que impossibilitou Paulo Freire de participar intensamente nos debates educacionais e a luta dos diferentes movimentos sociais. Constitui a tipologia da relação pedagógica democrática e participativa, a partir das obras de Paulo Freire e sua contribuição diante da relação autoritária na escola e sociedade
Abstract: This research aims to discuss the relationship among Policy, Education and Society in the education of Freire's perspective, in order to overcome the authoritarian stigmas school relations in the actual Brazil. The research is literature and documents held on the basis of references available in the general library of Education, especially in the works of Paulo Freire and literature of other authors who deal with the subject. Discusses the philosophical and historical foundations of Brazilian education, political contextualization of the Brazilian situation (1958-1996), period of effective action of Paulo Freire in educational discussions and the implications of the authoritarian relationship in school and the political, economic and cultural authoritarianism. Justifies the historical rescue of the trajectory of Brazilian education setting the emancipatory education, banking education and alienation. Describes analytically Paulo Freire's biography, aiming understand his pedagogical thinking in the political tradition of Brazilian education. Lists and clarifies concepts such as politics, education, society, demystifying the stigma of authoritarian relationship in Brazilian school and its grounds. Part of the question: Why we are organically authoritarian? The Freire's thought helped in the analysis and understanding of social movements and the new emerging subjects. Intend to present the perspectives and contradictions of political relations, educational and historical in the Brazilian context, focused in the social and political achievements resulting legitimate and fair popular demands, and also the undeniable progress and limits of recent Brazilian education (1996-2014), a phase of life marked by physical weakness precluding Paulo Freire to participate actively in educational debates and the struggle of different social movements. It constitutes the type of democratic and participatory pedagogical relationship, from the works of Paulo Freire and his contribution facing the authoritarian relationship in school and society
Doutorado
Filosofia e História da Educação
Doutor em Educação
6
Silveira, Fabiane Tejada da. "A constituição do sujeito histórico freiriano: construções da práxis de uma espect-atriz/professora." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1753.
Full textAbstract:
Made available in DSpace on 2014-08-20T13:48:27Z (GMT). No. of bitstreams: 1
Fabiane_Tejadada_Silveira_Tese.pdf: 638899 bytes, checksum: 81fb9d25b2371e3e3a698bf71632e41c (MD5)
Previous issue date: 2011-07-05This research aims to understand my construction process as an actress-womanteacher based on Paulo Freire s thoughts and having the idea of elaborating reflections about the of the historical subject in its aesthetic dimension and theatrical praxis as a pedagogical possibility in constructing this subject. The study has the qualitative bibliographical character with the focus on the theoretical production of Paulo Freire and in the autobiographical perspective of the research. The central theory is that Freire s thought of the construction of the historical subject in its aesthetic dimension, contributes to the re-signification of the pedagogical possibilities in the theatrical praxis on the process of constitution of this subject. In the attempt of establishing a dialogue between Freire s thought and scholars in the fields of philosophy, education and drama, I searched in Marx, Adorno, Fiori, Boron, Boal, Brecht, Duarte Jr, Gadotti, Nóvoa, Passeggi, Josso, Casali, among others, the basis to develop my theory. In this work, it was possible to verify that the theatrical pedagogical-praxis with the focus in the view of the world by the subjects involved can be an open space for the construction of historical subjects, that is, committed with the reflections concerning the relations between people and their humanization processes aiming social transformation
Esta pesquisa visa a compreender o meu processo de construção como atrizmulher-professora, tendo como base o pensamento de Paulo Freire, com o objetivo de elaborar reflexões sobre a constituição do sujeito histórico em sua dimensão estética e da práxis teatral como uma possibilidade pedagógica de construção desse sujeito. O estudo tem o caráter bibliográfico qualitativo com enfoque na produção teórica de Paulo Freire e na perspectiva autobiográfica de pesquisa. A tese central é que o pensamento de Freire sobre a constituição do sujeito histórico, em sua dimensão estética, contribui para a compreensão das possibilidades pedagógicas da práxis teatral no processo de constituição desse sujeito. Na tentativa de fazer dialogar o pensamento freiriano com teóricos do campo da filosofia, educação e do teatro, busquei em Marx, Adorno, Fiori, Boron, Boal, Brecht, Duarte Jr, Gadotti, Nóvoa, Passeggi, Josso, Casali, entre outros, subsídios para desenvolver minha tese. No trabalho, foi possível constatar que a práxis-pedagógica teatral, com o foco na leitura de mundo pelos sujeitos nela envolvidos, pode ser um espaço aberto para a construção de sujeitos históricos, ou seja, comprometidos com a reflexão sobre as relações entre as pessoas e seus processos de humanização, tendo em vista a transformação social
7
Fochezatto, Anadir. "A noção de libertação política no pensamento de Paulo Freire." Universidade Estadual do Oeste do Parana, 2012. http://tede.unioeste.br:8080/tede/handle/tede/873.
Full textAbstract:
Made available in DSpace on 2017-07-10T16:17:01Z (GMT). No. of bitstreams: 1
DISSERTAcao1 Anadir.pdf: 1199952 bytes, checksum: 457b4a0acf50ba5d2c849a9e0492dfeb (MD5)
Previous issue date: 2012-07-03The aim of this research is a comprehensive approach about the notion of politics liberation in Paulo Freire s thought. With this purpose, we present, first, some experiences that have influenced Paulo Freire s forging and its philosophical political thought, in a view that human beings can not be understood outside the social history context. This way we begin by analyzing the conception of man and dialogicity, due to it is highly valued by our author. Then we deal with the issues of education and revolutionary practice as the basis to the liberation of consciousness and a way to the transformation. Finally, we handle about the previous discussion in order to delineate the notion of politics liberation and their constituents of Paulo Freire s thought. After all, we managed to list four primary pillars that support this notion. They are: awareness of self, of others and of reality, coherence, solidarity and organization.
A finalidade desta pesquisa dissertativa é uma aproximação compreensiva da noção de libertação política no pensamento de Paulo Freire. Com esse intuito, procuramos apresentar, primeiramente, algumas experiências que influenciaram o forjamento de Paulo Freire e de seu pensamento político filosófico, visto que o ser humano não pode ser compreendido fora do contexto sócio histórico. Para iniciarmos à discussão proposta, analisamos a concepção de homem e a questão da dialogicidade, sendo essa uma postura humana muito valorizada por nosso autor. Em seguida, tratamos da questão da educação e da práxis revolucionária como base fundamental para a libertação da consciência e condição para a transformação. Por fim, dialogamos com a discussão anterior no sentido de delinear a noção da libertação política e evidenciar seus elementos constituintes no pensamento paulofreiriano. Nesse sentido, como resultado conseguimos elencar quatro pilares primordiais que sustentam tal noção. São eles: consciência de si, dos outros e da realidade, coerência, solidariedade e organização.
8
Kuebrich, Benjamin D. "Praxis and Unfinishedness in the Public Turn: Critical Democratic Pedagogy and Civic Engagement in First-Year Composition." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218587537.
Full text
9
Bolland, Craig. "Suicide girls : pedagogy and praxis in the on-line writing workshop." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16133/1/Craig_Bolland_-_Suicide_Girls.pdf.
Full textAbstract:
On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle.
The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical consciousness, and compares them to current learning theory and the ways in which dialogue takes place within the IWW community.
The exegesis also examines some of the political axioms behind Freire's pedagogy, and examines ways in which the IWW community might be viewed as emancipatory or liberatory.
I examine these areas in light of the development of a novel, Suicide Girls. The second draft of this novel was influenced and informed by my participant-observation of the IWW. This working draft of the novel is provided as a process document to demonstrate findings made in the exegesis and is annotated to reflect relevant process and development issues.
10
Bolland, Craig. "Suicide Girls: Pedagogy and Praxis in the On-Line Writing Workshop." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16133/.
Full textAbstract:
On-line writing workshops provide educational spaces within which aspiring writers can learn their craft. In order to understand the dialogic mechanisms behind that learning, this thesis examines ways in which one workshop, the Internet Writing Workshop (IWW), functions as a Freireian culture circle. The exegesis identifies several key characteristics that defined Paulo Freire's concept of the culture circle. It compares these characteristics with the structure and practice of interaction within the IWW. It unpacks some of Freire's ideas about dialogue as a means of achieving critical consciousness, and compares them to current learning theory and the ways in which dialogue takes place within the IWW community. The exegesis also examines some of the political axioms behind Freire's pedagogy, and examines ways in which the IWW community might be viewed as emancipatory or liberatory. I examine these areas in light of the development of a novel, Suicide Girls. The second draft of this novel was influenced and informed by my participant-observation of the IWW. This working draft of the novel is provided as a process document to demonstrate findings made in the exegesis and is annotated to reflect relevant process and development issues.
Books on the topic "Freirean praxis"
1
F, Steiner Stanley, ed. Freirean pedagogy, praxis, and possibilities: Projects for the new millennium. New York: Falmer Press, 2000.
Find full text
2
Bambozzi, Enrique. Pedagogía latinoamericana: Teoría y praxis en Paulo Freire. Córdoba, República Argentina: Editorial Universitaria, Secretaría de Extensión Universitaria, Universidad Nacional de Córdoba, 2000.
Find full text
3
Simpósio Paulo Freire: a Práxis Político-Pedagógica do Educador (1996 Vitória, Espírito Santo, Brazil). Paulo Freire: A práxis político-pedagógica do educador. Vitória, ES: EDUFES, 2000.
Find full text
4
The radical pedagogies of Socrates & Freire: Ancient rhetoric/radical praxis. New York: Routledge, 2011.
Find full text
5
Stauffer, Martin. Pädagogik zwischen Idealisierung und Ignoranz: Eine Kritik der Theorie, Praxis und Rezeption Paulo Freires. Bern: Peter Lang, 2007.
Find full text
6
J, Marco Raúl Mejía. Paulo Freire en el cambio de siglo: Un llamado a reconstruir la praxis impugnadora. [La Paz]: Centro Boliviano de Investigación y Acción Educativas, 1998.
Find full text
7
Stein, Elizabeth, Robert Lake, and Tricia Kress. Radically Dreaming: Illuminating Freirean Praxis in Turbulent. DIO Press Inc, 2021.
Find full text
8
Stein, Elizabeth, Robert Lake, and Tricia Kress. Radically Dreaming: Illuminating Freirean Praxis in Turbulent. DIO Press Inc, 2021.
Find full text
9
Stein, Elizabeth, Robert Lake, and Tricia Kress. Radically Dreaming: Illuminating Freirean Praxis in Turbulent. DIO Press Inc, 2021.
Find full text
10
Steiner, Stanley F. Freirean Pedagogy, Praxis, and Possibilities: Projects for the New Millennium. Taylor & Francis Group, 2004.
Find full textBook chapters on the topic "Freirean praxis"
1
Walley, Bob, Ami Crowther, Paloma Yáñez Serrano, Abderrahim Nekkache, Rui Cepeda, Debapriya Chakrabarti, and Eugene Boadu. "The Envirolution Revolution: Raising Awareness of Climate Change Creatively Through Free and Accessible Community Engagement Festivals." In Addressing the Climate Crisis, 39–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79739-3_4.
Full textAbstract:
HighlightsThe use of Freirean praxis and pedagogy is a powerful lens to use in understanding, and advancing, impactful place-based climate action. Using non-judgemental and holistic approaches, free community festivals have the capacity to engage large sections of society and therefore have the potential to mobilise shifts towards societal change.
2
"Engaging with Practice: A Freirean Reflection on Different Pedagogical Sites." In Liberating Praxis, 115–36. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789004406124_007.
Full text
3
Cooper, Trudi, Miriam Rose Brooker, Hilary Tierney, and John Sutcliffe. "Digital Technologies and Youth Work." In Youth Work in a Digital Society, 1–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2956-0.ch001.
Full textAbstract:
Within this chapter the authors explore the implications of ‘digital disruption' for key youth work concepts like friendship, relationship, trust, and community and how changing everyday understandings of these concepts can be, or should be, adopted into youth work theorisation and praxis. Secondly, the authors discuss Freirean critical dialogue and the development of critical consciousness, and how this is challenged by the targeted disinformation found in social media. We argue that micro-targeted disinformation has profound implications for the practice of critical pedagogy. Finally, the authors provide an overview of the opportunities presented by digital technologies, particularly when integrated with existing methods, and some examples of successful practice.
4
Jandric, Petar. "Academic Community in Transition." In Advances in Business Information Systems and Analytics, 88–106. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4062-7.ch006.
Full textAbstract:
Based on critical transdisciplinary research methodology, this chapter develops a Freirean model of the role of academic community in the network society. The developed model consists of four steps: individual conscientization, building attitudes, interaction with people and broad approach which encompasses the whole society. Those steps are constantly repeated in a never-ending circle, where each iteration provides deeper understanding of people’s current circumstances and background for active participation in the society. The model reflects the fact that the role of academic community in the network society is directly associated with the question what kind of world we would like to live in. On such basis, it calls for active personal development and wide social engagement. In this way, this chapter replaces pessimism contained in contemporary critiques of global education with moderately optimistic critical liberatory praxis.
5
Park, Sue K. "Learning Together." In Enriching Collaboration and Communication in Online Learning Communities, 240–57. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9814-5.ch013.
Full textAbstract:
In this chapter, the writer unfolds and develops a fundamental praxis of collaboration. Drawing on the wisdom of Freire and Confucius, the author of this chapter on collaboration delineates it from three different perspectives: liberative, practical, and philosophical. Through these three perspectives, she discusses collaboration as a necessary component of online education and offers key principles to shape effective and successful collaborative efforts. Confucian humanism lays the foundation and context for Freire's liberative pedagogy in education; the writer brings these two theoretical practitioners into conversation to offer practical principles for collaboration between educators and students in online spaces.
6
"Living the Praxis." In Reinventing Paulo Freire, 127–97. Routledge, 2017. http://dx.doi.org/10.4324/9781315560779-5.
Full text
7
"Interpretations of Freire’s Work – A Critical Review." In Liberating Praxis, 13–34. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789004406124_003.
Full text
8
Merlo, Gia. "Developing Cultural Praxis." In Principles of Medical Professionalism, 117–36. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197506226.003.0007.
Full textAbstract:
The ever-evolving composition of the U.S. population prompts healthcare systems to adapt in order to provide care to diverse populations. Health disparities exist, and it is part of our responsibility as medical professionals to reflect on how the sociocultural determinants of health affect outcomes and uncover our unconscious or implicit biases to work towards health equity. The author defines this process as cultural praxis, drawing from Freire’s theory on developing a critical consciousness and understanding cultural humility. Physicians must also understand the systematic problems that lead to inequities in healthcare; the author defines this as structural competence. As in professional identity formation, development of a critical consciousness is an ongoing process that requires reflection, and cultural praxis is more than a set of competencies to be satisfied. This discusses strategies for developing cultural praxis, and provide reflective opportunities in scenarios in which cultural praxis is particularly important, such as in end-of-life care.
9
"Reinventing Freire in a Southern Context: The Mediterranean." In Liberating Praxis, 95–114. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789004406124_006.
Full text
10
Villalba, Sammia Cristina Poveda. "PAR and Digital Inclusion, An Analysis Using the Capabilities Approach and Critical Pedagogy." In Research Anthology on Developing Critical Thinking Skills in Students, 1120–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch058.
Full textAbstract:
This paper draws upon the capability approach and critical pedagogy to analyse the value of using Problem-posing Education, a participatory action research method, in a digital inclusion initiative in Brazil. First it the capability approach and explains why using critical pedagogy is a valuable way to deal with issues of power, collective conscientisation and adaptive preference. Freire's pedagogy is then presented and conscientisation is explained as a process of raising critical awareness and praxis. The case study, presents empirical work conducted in Campinas, together with a NGO named CDI, which offers free internet access and basic ICT skills using a Freire's inspired methodology. Findings are then explained and discussed using the theoretical framework. This paper concludes that there is great value in using Freire's critical pedagogy for digital inclusion, but that further research is necessary to identify less resource intense solutions that can provide students with both conscientisation and skills.
Conference papers on the topic "Freirean praxis"
1
Martin, Jennifer. "Discovering Voice: Freirean Transformations for Emancipatory Praxis." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1888445.
Full text
2
Martin, Jennifer. "Discovering Voice: Freirean Transformations for Emancipatory Praxis." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888445.
Full text
3
N. C., E., N. S. F. S., and S. S. O. "POR UMA PRAXIS EM PSICOLOGIA ESCOLAR HUMANISTA: DIALOGANDO COM PAULO FREIRE." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89558.
Full text
4
V. S. P., J. "LA FORMACIÓN DE EDUCADORES COMO PRAXIS LIBERADORA: APROXIMACIONES ENTRE LA PEDAGOGÍA DE LA LIBERACIÓN Y LA PEDAGOGÍA IGNACIANA." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89583.
Full text