Journal articles on the topic 'Freirean praxis'
To see the other types of publications on this topic, follow the link: Freirean praxis.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research 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.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
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.
11
Fischman, Gustavo E., and Peter McLaren. "Rethinking Critical Pedagogy and the Gramscian and Freirean Legacies: From Organic to Committed Intellectuals or Critical Pedagogy, Commitment, and Praxis." Cultural Studies ↔ Critical Methodologies 5, no. 4 (November 2005): 425–46. http://dx.doi.org/10.1177/1532708605279701.
Full text
12
Sheridan, Louise, and Matthew Mungai. "Teacher-Student Reflections: A Critical Conversation about Values and Cultural Awareness in Community Development Work, and Implications for Teaching and Practice." Education Sciences 11, no. 9 (September 9, 2021): 526. http://dx.doi.org/10.3390/educsci11090526.
Full textAbstract:
This reflective, autoethnographic piece provides some insights into our involvement with a program that promotes a value-driven approach to community development work. As a ‘conversation’ between a lecturer and a graduate, or Educator of Informal Educators and Informal Educator, we discuss the process of teaching and learning about values within day-to-day community development practice. We emphasise that a value-driven approach enables informal educators to celebrate cultural diversity, which can be complex in community settings. As the educator of informal educators (Louise), I reflect on the need to explore and demonstrate what value-driven practice looks like in day-to-day practice within community work and not simply state that values are important. This was prompted by self-reflection and the realisation that my teaching failed to illuminate how to bring values to life in all aspects of community work to achieve anti-discriminatory, inclusive and empowering practice. As an informal educator (Matthew), I consider how community development theories and values translate into meaningful practice that celebrates cultural diversity. Reflections are influenced by theories from Paulo Freire, with a focus on his notion that ‘educators should respect the autonomy of the students and respect cultural identities’. An example of Freirean dialogue, the article discusses our critical consciousness through praxis as educator and informal educator. Acknowledging that we are never fully complete—we are always ‘becoming’—we hope the article will be of interest to both Educators of Informal Educators and Informal Educators alike.
13
Melo, Veriene. "Emancipatory Education and Youth Engagement in Brazil: A Case Study Bridging the Theory and Practice of Education for Social Transformation." Education Sciences 9, no. 1 (January 24, 2019): 23. http://dx.doi.org/10.3390/educsci9010023.
Full textAbstract:
Actualizing education beyond the scope of traditional schooling and incorporating elements of critical pedagogy and social transformation are essential for efforts aiming to reduce inequalities and enhance the livelihoods of excluded populations. This article examines emancipatory education through a Freirean lens by considering its dimensions of critical pedagogy, both in practice and in theory. Drawing from a case study of an NGO-led initiative enabling hundreds of young people from the favelas of Rio de Janeiro to formulate and implement their own ideas for social action, the article examines the links between the program’s objectives and practices and the aspects of the negotiated curriculum, problem-posing education, dialogical learning, and praxis that form the theoretical underpinnings of emancipatory education. The case study findings, which highlight the stages of the educational program, reveal how young people are empowered to challenge prevailing environments of exclusion and advance practices of positive community social regeneration. The study, thus, provides evidence of a form of education for social transformation (EST) which can contribute meaningfully to a peaceful struggle for social change while simultaneously redefining and humanizing education as a practice of emancipation.
14
Puroway, Andrew W. "Critical Advising: A Freirian-Inspired Approach." NACADA Journal 36, no. 2 (November 1, 2016): 4–10. http://dx.doi.org/10.12930/nacada-15-015.
Full textAbstract:
Advising is not a politically neutral activity. It requires pedagogical grounding that promotes critical reflection and action consistent with praxis. Advisors can turn to literature citing Brazilian educator and critical pedagogue, Paulo Freire, for discussions on praxis, and they can use a Freirian-inspired advising approach to connect the curriculum to a postsecondary institutional mission for promoting the common good. Freire also serves as an inspiration for educators seeking to promote social justice. In this article, some basic Freirian concepts are explored so advisors can inspire in students critical reflection and action with the goal of helping them see the world as changeable.
15
Lee, Hyun-Jin, and Jung Hyun Chae. "Implications of Freire’s Education Theory and Corresponding Action Plans for Secondary School Home Economics Education." Family and Environment Research 60, no. 3 (August 26, 2022): 407–27. http://dx.doi.org/10.6115/fer.2022.027.
Full textAbstract:
The purpose of this study was to explore the implications of Freire’s education theory for secondary school Home Economics Education (HEedu). We conducted a review of books written by Freire and classified the characteristics of his education theory into 9 categories. Based on these categories, we concretely explored the forms in which Freire’s education theory could be applied in this area of education through interviews with Home Economics (HE) teachers. We also searched for activities that can be carried out by HEedu agents and the support that can be given by social institutions. The implications of Freire’s education theory for HEedu are that education should exhibit love and respect for human beings, be ethically and democratically responsible, enable people to dream as well as hope, support consciousness and praxis by reflection, stimulate epistemological curiosity in learners’ lives and experiences, promote subjectivity, autonomy and self-reliance, engage in dialogue to bring about a change in relationships rather than viewing dialogue as a skill, and stimulate political engagement. Freire‘s education theory therefore has multiple implications for the purpose, mission, and content of education, teaching methods and perspectives, and directions regarding the role of HE teachers. The results are expected to provide practical assistance in developing a persuasive curriculum for HEedu that can help learners restore subjectivity and love for human beings and their society by expanding the horizons of HEedu philosophy from the critical science of Habermas to Freire’s education theory.
16
Arrúa, Néstor Nicolás. "Paulo Freire y los trabajadores sociales argentinos. La temprana recepción intelectual del pedagogo brasileño en las revistas profesionales del trabajo social, 1969 - 1973." Palimpsesto 11, no. 19 (December 27, 2021): 76–102. http://dx.doi.org/10.35588/pa.v11i19.5246.
Full textAbstract:
Este trabajo es un avance del proceso de investigación sobre la recepción intelectual de la obra escrita de Paulo Freire en las revistas profesionales del Trabajo Social argentino entre los años 1969 y 1973. La trayectoria vital del pedagogo brasileño Paulo Freire es un dato esencial a las condiciones de producción y difusión de sus ideas e incluso de su recepción en el campo del trabajo social argentino. El congreso de Servicio Social en Santiago de Chile del año 1969 fue el punto álgido de la relación entre las ideas educativas de Freire en el campo profesional y la política radicalizada de las organizaciones de la nueva izquierda conosureña. Los viajes del intelectual brasileño a la Argentina, y los intercambios mediante seminarios y congresos internacionales fueron los vehículos de la circulación de las ideas pedagógicas, en las cuales las categorías de ‘concientización’, ‘praxis’ y ‘liberación’ se introducen en una trama de lecturas y lectores católicos y populistas en proceso de radicalización política. Indagamos la difusión del pensamiento freireano en las revistas profesionales (Hoy en el Trabajo Social - Selecciones del Servicio Social), identificamos los intelectuales que leen la obra del pedagogo brasileño y analizamos las apropiaciones en una trama de sentido. Este trabajo se detiene en la instrumentalización de las ideas freireanas en el debate intelectual del Trabajo Social en las revistas profesionales para realizar un aporte en el conocimiento de la historia de la disciplina en nuestro país.
17
Rivera, Yonaira M. "Reducing cancer health disparities among US Latinos: a Freireian approach." International Journal of Human Rights in Healthcare 11, no. 5 (December 10, 2018): 368–79. http://dx.doi.org/10.1108/ijhrh-02-2018-0021.
Full textAbstract:
Purpose The purpose of this paper is to apply Paulo Freire’s writings from Pedagogy of the Oppressed to critique current efforts to reduce cancer health disparities (CHDs) among Latinos in the USA. Design/methodology/approach Freire’s writings on oppression, critical consciousness, praxis and dialogical education are applied to recent efforts to reduce CHDs among Latinos in the USA through the use of promotores. Findings Freireian teachings can provide insight on ways to engage Latino communities in culturally sensitive conversations that respect deeply rooted beliefs, and address the political and socioeconomic inequities many continue to face. Programs must revisit Freire’s political and transformative roots to ensure efforts to reduce CHDs also promote health equity and community empowerment. Practical implications Public health initiatives should incorporate Freireian principles of dialogical education and critical consciousness in the development of cancer prevention and screening programs tailored to Latinos in the USA to ensure program longevity and success. Social implications Approaching conversations and interactions dialogically can foster critical engagement and empower collective action among Latino communities in efforts to improve their environments and reduce health disparities. Originality/value This is a multi-layered analysis of different social and structural factors influencing CHDs among Latinos in the USA, and is coupled with a historical overview of colonialism and oppression in Latin America. It culminates in suggestions on ways to improve future public health efforts that embrace Freireian approaches and promote health equity.
18
Dickmann, Ivo, and Jean Marcos Pereira. "Práxis e palavra: diálogo entre Freire e Kosik." Revista Educação e Emancipação 13, no. 1 (March 29, 2020): 39. http://dx.doi.org/10.18764/2358-4319.v13n1p39-55.
Full textAbstract:
O presente estudo busca contribuir para a compreensão da Práxis e da Palavra no campo da educação e da formação de professores, tendo como base o pensamento de Paulo Freire e Karel Kosik. Tendo por base a obra Pedagogia do Oprimido, são apontadas contribuições de Freire pertinentes à práxis, estabelecendo um diálogo com a obra Dialética do Concreto de Kosik, que tanto influenciou Freire nesse conceito. Considera-se que o educador necessita, pela natureza do seu trabalho, vivenciar uma formação de natureza científica, artística, ética, estética e técnica, portanto, atividades de teoria e prática. Ao final, apresentam-se considerações indicativas sobre a articulação da práxis com a formação de professores e a produção de conhecimento engajado para a formação integral dos seres humanos em vista do mercado e da cidadania.Palavras-chave: Práxis. Palavra. Formação de professores.Praxis and word: dialogue between Freire and KosikABSTRACTThe present study seeks to contribute to the understanding of praxis and “word” in the field of education and teachers’ training, based on the thoughts of Paulo Freire and Karel Kosik. Based on the work Pedagogy of the Oppressed, Freire’s contributions pertinent to praxis are pointed out, establishing a dialogue with Kosik’s Dialetics of the Concrete, which influenced Freire so much in this concept. It is considered that the educator needs, by the nature of his work, to experience a training of a scientific, artistic, ethical, aesthetic and technical nature, therefore, activities of theory and practice. In the end, we present indicative considerations on the articulation of praxis with the teachers’ training and the production of knowledge engaged in the formation of human beings in view of the market and citizenship.Keywords: Praxis. Word. Teachers’ training.Praxis y palabra: diálogo entre Freire y KosikRESUMENEste estudio tiene como objetivo contribuir a la comprensión de Praxis y Palabra en el campo de la educación y la formación docente, basada en el pensamiento de Paulo Freire y Karel Kosik. Sobre la base de la Pedagogía del oprimido, se destacan las contribuciones de Freire pertinentes a la praxis, estableciendo un diálogo con el trabajo Dialéctica del Concreto de Kosik, que influyó tanto en Freire en este concepto. Se considera que el educador necesita, por la naturaleza de su trabajo, experimentar una formación de índole científica, artística, ética, estética y técnica, por lo tanto, actividades de teoría y práctica. Al final, presentamos consideraciones indicativas sobre la articulación de la praxis con la formación de docentes y la producción de conocimiento comprometido en la formación integral de los seres humanos en vista del mercado y de la ciudadanía.Palabras clave: Praxis. Palabra. Formación de profesores.
19
Mahur, Yeremias, Yatim Riyanto, and Erny Roesminingsih. "Paulo Freire: Critical, Humanist and Liberating Education (Critical Reflections on Indonesian Education)." International Journal for Educational and Vocational Studies 1, no. 8 (December 30, 2019): 873. http://dx.doi.org/10.29103/ijevs.v1i8.2242.
Full textAbstract:
This thesis presents about education concept of Paulo Freire about the education which are critical, humanist, and free. This education concept is Freire's opinion towards traditional education practice. Paulo Freire sees that education reality is an oppression reality. That is reflected in two things in the in education praxis; first, hegemony in education, which is a relation between teacher and student that is not based on humanity relation, but between a sovereign and subordinate. Teacher becomes the dominant subject in the relationship and the student is just an object. Whereas, both teacher and student are the learning subject. Second, education in bank style. Education in this model places student as an empty bottle that must be filled by the teacher. Seeing that condition, Freire proposes different concept and school praxis. That is critical education, humanist, and independence as the writer says in this thesis. The result of that education process will create a mindful human being. Freire calls it consientization. This thesis will also examine the coherence with education in Indonesia.
20
Escobar-Guerrero, Miguel. "Freire y el EZLN: la pasión por luchar y la dirección colectiva." Perfiles Educativos 43, Especial (December 6, 2021): 76–93. http://dx.doi.org/10.22201/iisue.24486167e.2021.especial.61022.
Full textAbstract:
De la misma manera que no puede existir una sola lectura del mundo, no es posible una única lectura de la praxis de Freire. En este artículo se presenta una experiencia de lectura de la realidad y construcción de conocimiento llevada a cabo con estudiantes de la Facultad de Filosofía y Letras de la UNAM. En ella se unen la praxis freireana (desde conceptos como lectura del mundo, praxis liberadora y conscientización) y la zapatista (desde el “¡ya basta!” y la “digna rabia” de las comunidades zapatistas), así como el psicoanálisis político (a partir de tres conceptos eje: eros, tánatos y apoderamiento, o poder), para construir pensamiento crítico transformador al juntar práctica-acción-teoría. Uno de los logros de esta experiencia es la sistematización de la metodología para el rescate de lo cotidiano y la teoría del aula (MRCyT), resultado de un proceso epistemológico interdisciplinario.
21
Puiggrós, Adriana. "Lecturas de Freire." Perfiles Educativos 43, Especial (December 6, 2021): 11–21. http://dx.doi.org/10.22201/iisue.24486167e.2021.especial.61017.
Full textAbstract:
En este texto se examinan las ideas de Paulo Freire a través de la visión expresada por otros autores en una selección de prólogos de sus libros y de polémicas. Estos textos se han convertido en una producción con sentidos propios y distintos, en ocasiones disidentes. Se revisa el prólogo de Erari María Fioria a Pedagogía del oprimido; el de Julio Barreiro a La educación como práctica de la libertad; el prólogo de Freire a Educación como praxis política de Francisco Gutiérrez; así como las entrevistas de Ricardo Kotscho a Paulo Freire y Frei Betto y la de Carlos Alberto Torres a Freire. La lectura de estos textos proporciona nuevos ángulos desde los cuales analizar el mensaje freireano. Se examina la incidencia de las ideas iniciales del educador brasilero, se analiza el tránsito de su obra y se los confronta con la impronta actual del neoliberalismo en la educación.
22
Tezgiden Cakcak, Yasemin. "Reading Paulo Freire’s Pedagogy of the Oppressed." Ensino, Saude e Ambiente 14, esp. (December 14, 2021): 121–34. http://dx.doi.org/10.22409/resa2021.v14iesp..a52497.
Full textAbstract:
Celebrating the work of Paulo Freire for his healing influence, this paper gives an auto-ethnographic account of the author’s personal, pedagogical and political liberation process reading Paulo Freire’s Pedagogy of the Oppressed. Raised in a conservative patriarchal middle-class atmosphere in central Turkey, the author analyzes her own story of liberation as a woman, as a young scholar, as non-native English-speaking language educator and a citizen of a democratic republic. The author describes how she realized her own subjugation by reading Freire (2005) at a time of personal and political crisis and how she tried hard to find her personal voice. She also depicts the impact of the book on her pedagogy, on her relationships with students and on her liberatory praxis. Finally, the author tells how she transformed her understanding of the dynamics of social transformation reading Freire’s dialogic, problem-posing pedagogy of the oppressed.
23
Romero Keith, Jose. "MAPA Social Innovation Lab." Journal of Awareness-Based Systems Change 2, no. 1 (May 31, 2022): 119–25. http://dx.doi.org/10.47061/jabsc.v2i1.3379.
Full textAbstract:
The purpose of this commentary is to invigorate the theoretical approach used by the MAPA Social Innovation Lab in its effort to elaborate a gender equality narrative for the 21st century. To this end, I examined the intersection of Otto Scharmer's Theory U with the main postulates of Paulo Freire's critical pedagogical method, as reflected in the MAPA Social Innovation Lab process. The discussion passes through three axes: the construction of collective consciousness, the role of culture, and the theory-praxis dilemma for social transformation. I make the case that Scharmer (Thoery U) and Freire agree that the search for authentic or generative consciousness is an indispensable step in the reshaping of society. Freire offers a comprehensive methodology for the understanding of culture and social transformation which can been seen as complementary to Scharmer's co-sensing. Taken together they address the issue of "historical viability". The aim of these reflections on the intersection of Theory U and Freire is that they will nurture MAPA´s—and other social innovation labs'—action research, political activism, and praxis towards a vigorous gender narrative for the 21st century.
24
Zanardi, Teodoro Adriano Costa. "A ESCOLA EM TEMPO INTEGRAL E O CURRÍCULO: EM BUSCA DO INÉDITO E VIÁVEL." @rquivo Brasileiro de Educação 4, no. 7 (October 17, 2016): 87. http://dx.doi.org/10.5752/p.2318-7344.2016v4n7p87.
Full textAbstract:
<p>O presente artigo é resultado preliminar de uma pesquisa em curso orientada para a construção de uma proposta curricular, fundada na dialogicidade freireana, para Escola em Tempo Integral. Com a compreensão de que o currículo se traduz no <strong>que-fazer </strong>na escola, tomamos a categoria inédito-viável como a realização do sonho possível, que é a construção coletiva do currículo como fundamento de nossa práxis. A partir da observação e investigação de documentos da escola-parceira e da Secretaria de Estado da Educação de Minas Gerais sobre o projeto curricular das escolas participantes do Projeto Educação em Tempo Integral (PROETI), o grupo envolvido na pesquisa realizou entrevistas e círculos epistemológicos, com o objetivo de construir uma proposta curricular democrática. Sobre bases freireanas, a pesquisa tem caráter qualitativo e como fundamento metodológico a pesquisa-ação, dado que o objetivo é organizar uma intervenção com educadores(as) e educandos(as) no <strong>que-fazer </strong>no tempo integral.</p><p> </p><p><strong>ABRSTRACT</strong></p><p>The present article is the preliminary result of an ongoing research, oriented to the construction of a curricular proposal for full-time education that has Paulo Freire's dialogical perspective as foundation. Providing that the curriculum makes for the <em>todos </em>at school, we take the Unknown Viable category as the fulfillment of a possible dream, which is the collective construction of the curriculum as our praxis’ basis. By observing and investigating documents from the partner school and Minas Gerais’ Secretariat of Education (SEE-MG), about the curricular project of schools taking part in the Full-Time Education Program (PROETI), the group involved in the research carried out interviews and epistemological circles, with the objective of constructing a democratic curricular proposal. About its Freire foundations, the research is qualitative and follows the research-action methodology, given that the purpose is to organize an intervention with educators and learners at the <em>todos </em>in the full-time period.</p><p><strong>Keywords</strong>: Full-time education; Curriculum; Paulo Freire.</p>
25
Massuchetto, Tanice, Elizangela Sarraff, and Maurício Fagundes. "A FORMAÇÃO E TRANS-FORMAÇÃO DO PROFESSOR NA BUSCA DE UMA EDUCAÇÃO LIBERTADORA." Divers@! 14, no. 2 (December 30, 2021): 135. http://dx.doi.org/10.5380/diver.v14i2.83299.
Full textAbstract:
A divisão de classes que se estabelece nas sociedades capitalistas, historicamente, tem refletido nos princípios político-filosóficos de suas organizações. A escola, enquanto instituição social, também pode ter seus princípios instituídos pelas camadas dominantes, impondo seus propósitos às estruturas, como mecanismo de reprodução e manutenção de seus privilégios. Este ensaio tem por objetivo problematizar ação e a formação permanente do professor em uma perspectiva libertadora. Evidencia a importância dos princípios da educação popular e da pedagogia freireana como aporte para a construção de processos de emancipação do professor e de uma educação libertadora. A metodologia da pesquisa que orientou este trabalho foi de base qualitativa e bibliográfica, fundamentando-se, principalmente, na obra de Paulo Freire. Investiga e problematiza os princípios da educação popular e da pedagogia freireana por meio da abordagem crítico-dialética. Evidencia-se que a educação popular permite a superação da educação bancária e propicia o processo da práxis. Constata-se que, ao assumir a práxis, o professor é inserido em um processo de formação e transformação permanentes, visto que é capaz de refletir sobre sua prática, teorizá- la para, então, se tornar um agente transformador da realidade. Percebe-se também, que do mesmo modo, a formação permanente do docente, dentro da perspectiva freireana, só sairá do plano da verbalização ou da desesperança quando houver uma proposta assentada na realidade concreta e nas múltiplas relações que a constituem, para assim, lendo o mundo, possa agir na perspectiva de sua transformação.Palavras-chave: educação popular; formação permanente; práxis.
26
Cabrera Hernández, Dulce María. "Leer el mundo, experiencia y praxis." LOGOS Revista de Filosofía 138, no. 138 (January 31, 2022): 75–92. http://dx.doi.org/10.26457/lrf.v138i138.3171.
Full textAbstract:
En este artículo presentamos algunos planteamientos relacionados con la pedagogía libertaria de Freire. Este documento contiene cuatro partes centrales. En la primera, analizamos el concepto de alfabetización que da lugar a dos procesos: la lectura del mundo y la problematización de nuestra relación intersubjetiva y planetaria; ambos procesos se analizan en la segunda parte. En la tercera, discurrimos sobre las relaciones de poder opresor-oprimido y damos paso a la cuarta parte del documento, donde introducimos relaciones de poder productivo en la educación y orientamos nuestro proyecto pedagógico hacia los jóvenes, a quienes concebimos como sujetos políticos. A partir de este enfoque planteamos un conjunto de interrogantes dirigidas a redimensionar la praxis educadora. En las reflexiones finales afirmamos que abrazar esta pedagogía implica asumir nuestras responsabilidades por la opresión, las vejaciones y por el dolor de los jóvenes, renunciado a la simulación.
Abstract
In this paper, we present some concepts related to Freire’s Pedagogy of Liberty. This document contains four central parts. In the first, we analyze the concept of literacy, which derives into two processes: a reading of the world and the problematization of our intersubjective and planetary relationship. Both are analyzed in the second part. In the third, we discuss the political nature of education, we recover the oppressor-oppressed relationship, and then proceed to the fourth part of this document, where we introduce a productive power relationship in education, and we address the reconsideration of the educational praxis. In the final reflections, we affirm that embracing this pedagogy implies assuming our responsibilities for oppression, humiliation, and pain of the young people, renouncing to simulation.
Palabras clave
Educación, jóvenes, pedagogía, poder, política.
Keywords
Education, youth, pedagogy, power, politics.
Referencias
Buenfil, R. (2006). Los usos de la teoría en la investigación educativa. En M. Jiménez (Coord.). Los usos de la teoría en la investigación (pp. 37-59). Ciudad de México, México: Plaza y Valdés.
Cabrera, D. (2020). Carta de ruta: caminos de experiencia. En D. Cabrera y L. Pinto (Coords.), Reexistencias. Lugares de la memoria (pp. 27-46). Ciudad de México, México: Editorial Balam.
Deleuze, G. y Guattari, F. (2002). Mil mesetas. Capitalismo y esquizofrenia. Valencia, España: Pre-textos.
Feixa, C. (2006). Generación xx. Teorías sobre la juventud en la era contemporánea. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 4(2), 21-45. Recuperado de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1692-715X2006000200002&lng=en&tlng=es
Fiori, M. (1970). Aprender a decir su palabra. El método de alfabetización del profesor Paulo Freire. En P. Freire (1970). Pedagogía del oprimido (pp. 3-20). Ciudad de México, México: Siglo xxi.
Foucault, M. (2002). Vigilar y castigar. Nacimiento de la prisión. Buenos Aires, Argentina: Siglo xxi.
Foucault, M. (2005). Las palabras y las cosas. Una arqueología de las ciencias humanas. Ciudad México, México: Siglo xxi.
Freire, P. (1964). La educación como práctica de la libertad. Ciudad de México, México: Siglo xxi.
Freire, P. (1970). Pedagogía del oprimido. Ciudad de México, México: Siglo xxi.
Freire, P. (1973). ¿Extensión o comunicación? La concientización en el medio rural. Ciudad de México, México: Siglo xxi.
Freire, P. (1976). Educación y cambio. Buenos Aires, Argentina: Comisión Ecuménica Latinoamericana de Educación.
Freire, P. (1984). La importancia de leer y el proceso de liberación. Ciudad de México, México: Siglo xxi.
Freire, P. (1992). Pedagogía de la esperanza. Ciudad de México, México: Siglo xxi.
Freire, P. (1997). Pedagogía de la autonomía. Ciudad de México, México: Siglo xxi.
Freire, P. (2012). Pedagogía de la indignación. Buenos Aires, Argentina: Siglo xxi.
Hernández, M. (2020, 6 de marzo). La marcha más grande en la historia de Puebla la realizaron estudiantes ayer. La Jornada de Oriente. Recuperado de https://www.lajornadadeoriente.com.mx/puebla/50-mil-jovenes-mega-marcha-estudiantil/
Organización para la Cooperación y el Desarrollo Económicos (ocde) (2019). Higher education in Mexico: labour market relevance and outcomes. oecd Publishing. doi.org/10.1787/9789264309432-en
Ordorika, I., Rodríguez, R. y Gil, M. (Coords.) (2019). Cien años de movimientos estudiantiles. Ciudad de México, México: puees-unam.
Pinto, L. y Cabrera, D. (2018). Jóvenes en Barranca Honda: transmigrantes en la sociedad del riesgo. Devenir. Revista de Estudios culturales y regionales, 7(34), 87-106. Recuperado de http://cathi.uacj.mx/bitstream/handle/20.500.11961/7080/Devenir34_final_WEB.pdf?sequence=1&isAllowed=y
Puiggrós, A. (2001). Educación y poder: los desafíos del próximo siglo. En C. Torres (Comp.), Paulo Freire y la agenda de la educación latinoamericana en el siglo xxi (pp. 9-21). Buenos Aires, Argentina: Clacso. Recuperado de http://biblioteca.clacso.edu.ar/clacso/gt/20101010030536/torres.pdf
Secretaría de Educación Pública (sep). (2020). Principales cifras del Sistema Educativo Nacional 2019-2020. Secretaría de Educación Pública. Recuperado de https://www.planeacion.sep.gob.mx/Doc/estadistica_e_indicadores/principales_cifras/principales_cifras_2019_2020_bolsillo.pdf
Torres, A. (2007). Educación popular. Trayectoria y actualidad. Bogotá, Colombia: Ediciones el Búho.
27
Mayo, Peter. "The roots of Paulo Freire’s Praxis." International Journal of Lifelong Education 37, no. 4 (June 6, 2018): 513–16. http://dx.doi.org/10.1080/02601370.2018.1471800.
Full text
28
Mayo, Peter. "Praxis in Paulo Freire’s Emancipatory Politics." International Critical Thought 10, no. 3 (July 2, 2020): 454–72. http://dx.doi.org/10.1080/21598282.2020.1846585.
Full text
29
Marques, Ronualdo, Talita Fraguas, and Rosicler Maria Alchieri. "Theoretical and methodological aspects of Paulo Freire's Pedagogy: a pedagogical and dialogic possibility in the teaching and learning process." Conjecturas 22, no. 16 (November 22, 2022): 190–99. http://dx.doi.org/10.53660/conj-1990-mp12.
Full textAbstract:
This research seeks to expand and strengthen the theoretical and methodological subsidies of Paulo Freire's Pedagogy in its application to education. In this way, we will bring to reflection three concepts that are interrelated in Paulo Freire's Pedagogy, especially in the Pedagogy of Autonomy: epistemological curiosity, methodical rigor and right thinking. Methodological is a qualitative study with bibliographic research on Paulo Freire's pedagogy. Paulo Freire warns that by recognizing ourselves as human beings, we must also contribute to the humanization of other human beings. For this, it is necessary to face contradictions in order to combat the disqualification of life and the acts of injustice that aggravate cultural and social inequalities. Paulo Freire's research on Pedagogy is revealed as a political, ethical-critical call: it is education that must be constituted as a way of life, as social praxis, synthesizing reflection, the action of deciding, and transforming action. It cannot be left for later or for certain formal moments; it has to be made vital experience every day, at all times.
30
Olivares Garita, Cinthya. "Integración del pensamiento freireano al quehacer universitario: hacia una transformación de la propia praxis." Revista Ensayos Pedagógicos 15, no. 1 (May 6, 2020): 61–79. http://dx.doi.org/10.15359/rep.15-1.3.
Full textAbstract:
A partir de las ideas de Paulo Freire y de otros autores mencionados en el desarrollo de este ensayo, se realiza un análisis crítico de las falencias propias del personal docente universitario y del sistema educativo en general. Se exploran cuatro acciones transformadoras inspiradas en las ideas freireanas de dialogicidad, pedagogía de la pregunta, el binomio dialéctico reflexión-acción y la alfabetización crítica. El objetivo del presente escrito es propiciar una autoconciencia en el cuerpo docente, con el fin de liberar su praxis de los vicios tradicionalistas y propiciar la transformación del estudiantado, como producto de esa liberación.
31
Santos, Maria Clara Pereira, and André Ferrer Pinto Martins. "A PRÁXIS DE ESTAR COM: a pedagogia do oprimido e as múltiplas faces da construção coletiva." Cadernos de Pesquisa 28, no. 4 (December 30, 2021): 145. http://dx.doi.org/10.18764/2178-2229v28n4.202161.
Full textAbstract:
Este artigo tem o objetivo de fazer uma releitura da obra Pedagogia do Oprimido, visibilizando o sentido conceitual do estar com dessa obra a partir da vivência no grupo de estudos Práticas Educativas em Movimento e de uma pesquisa bibliográfica que tanto envolve a obra relida como a práxis pedagógica de Marta Maria Castanho Almeida Pernambuco, antiga responsável por esse grupo. Assim, pergunta-se: o que nos oferece a visibilização desse conceito-vivência? A vivência enraizadora, fundo comum aos demais sentidos conceituais da obra em questão, será usada para trazer à tona as contradições que envolvem a violência silenciosa, fenômeno da contemporaneidade que gera novas elaborações de opressões. Ao mesmo tempo, tal vivência enraizadora será usada para expor a construção do conhecimento a partir da experienciação do estado de estar com, ação ética relacional que parece ser a resposta para os efeitos da violência silenciosa. Desse modo, a releitura proposta foca na relação necessária entre a construção do estado de estar com e a busca pela restauração da intersubjetividade, objetivo que Freire (2011) expõe na Pedagogia do Oprimido como função da práxis que a obra traz, sendo a visibilização do estar com como resposta a tais contradições os achados desta pesquisa. Para esse fim, utilizamos uma base teórica freiriana e a construção do diálogo entre essa base e outros pensadores críticos, que nos ajudam a construir uma releitura coerente com a criação de um conhecimento epistêmico-gnosiológico propulsor da libertação dos seres humanos. Palavras-chave: pedagogia do oprimido; práticas educativas em movimento; práxis pedagógica; intersubjetividade.THE PRAXIS OF BEING WITH: the Pedagogy of the Oppressed and the multiple faces of the collective constructionAbstractThis article aims to do one reinterpretation of the opus Pedagogy of the Oppressed, showing the conceptual meaning sense of being with in this work from the experience in the study group Práticas Educativas em Movimento and from a bibliographical research which involves a reread of this opus, as well the pedagogical praxis of Marta Maria Castanho Almeida Pernambuco, formerly coordinator of this group. Thus, the question is: what offers us the visibility of this concept-experience? The rooting experience, a common background to the other conceptual meanings of the opus, will be used to elicit the the contradictions that involve silent violence, a phenomenon of contemporaneity that generates new elaborations of oppressions. At the same time, this rooting experience will be used to expose the construction of knowledge from the experience of the state of being with, an ethical relational action that seems to be an answer to the effects of silent violence. Thus, the proposed re-reading focuses on the necessary relation between the construction of the state of being with and the search for the restoration of intersubjectivity, an objective that Freire (2011) exposed in Pedagogy of the Oppressed as a function of the praxis that the opus brings, being the visibility of the being with as a response to such contradictions the findings of this research. To achieve this goal, we used a Freireian theoretical basis and the construction of the dialogue between this base and other critical thinkers who help us to build a reinterpretation coherent with the creation of an epistemic-gnosiological knowledge that drives the liberation of human beings.Keywords: pedagogy of the oppressed; práticas educativas em movimento; pedagogical práxis; intersubjectivity. LA PRAXIS DE ESTAR CON: la Pedagogía del Oprimido y las múltiples caras de la construcción colectivaResumenEste artículo tiene como objetivo volver a leer el trabajo Pedagogía del Oprimido, mostrando el sentido conceptual de estar con de esto trabajo a partir de la experiencia en el grupo de estudios Prácticas Educativas en Movimiento y de una investigación bibliográfica que involucra tanto el trabajo retransmitido, como el praxis pedagógica de Marta Maria Castanho Almeida Pernambuco, ex responsable de este grupo. Por lo tanto, la pregunta es: ¿qué nos ofrece la visibilidad de este concepto-experiencia? La experiencia de enraizamiento, terreno común a los otros significados conceptuales del trabajo en cuestión, se utilizará para resaltar las contradicciones que implican la violencia silenciosa, un fenómeno contemporáneo que genera nuevas elaboraciones de opresión. Al mismo tiempo, dicha experiencia de enraizamiento se utilizará para exponer la construcción del conocimiento a partir de la experiencia del estado del estar com, acción ética relacional que parece ser la respuesta a los efectos de la violencia silenciosa. Por lo tanto, la nueva lectura propuesta se centra en la relación necesaria entre la construcción del estado del estar com y la búsqueda de la restauración de la intersubjetividad, un objetivo que Freire (2011) expone en la Pedagogía del Oprimido en función de la praxis que trae el trabajo, siendo la visibilidad del estar com como respuesta a tales contradicciones los hallazgos de esta investigación. Para este fin, utilizamos una base teórica freireiana y la construcción del diálogo entre esta base y otros pensadores críticos, que nos ayudan a construir una lectura coherente con la creación de un conocimiento epistémico-gnosiológico que impulsa la liberación de los seres humanos.Palabras clave: pedagogía del oprimido; prácticas educativas en movimiento; praxis pedagógica; intersubjetividad.
32
Jupp, James C., Alisa Leckie, Nolan L. Cabrera, and Jamie Utt. "Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?" Teachers College Record: The Voice of Scholarship in Education 121, no. 1 (January 2019): 1–58. http://dx.doi.org/10.1177/016146811912100103.
Full textAbstract:
Background/Context With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms. Purpose/Objective/Research Question/Focus of Study Deploying the framework of colorblind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from 25 years of research? Research Design In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost. The simple and general search term “White teachers” conducted using year-by-year parameters provided the most systematic net for capturing relevant studies. In narrowing our focus, we developed the following criteria: (a) White teachers as central topic, (b) analytical emphases on colorblind racism, (c) publication in peer-reviewed journals, (d) use of qualitative and/or narrative research methodologies, and (e) publication date between 1990 and 2015. Data Collection and Analysis Our general search yielded 136 (N = 136) peer-reviewed empirical qualitative and/or narrative studies between 1990 and 2015, and after narrowing our criteria, we found 47 race-evasive White teacher identity studies (n = 47, 47/136) that we reviewed here. Each study in the document universe was abstracted by authors, added to a spreadsheet, and categorized by emergent themes. Findings/Results The following five themes emerged and developed over the last 25 years: (a) racialized silence and invisibility (9/47), (b) resistance and active reconstruction of White privilege (12/47), (c) whiteness in institutional and social contexts (8/47), (d) fertile paradoxes in new research (9/47), and (e) reflexive whiteness pedagogies (9/47). Conclusions/Recommendations We believe our literature review identifies the complex contours of White preservice and in-service teachers’ silence, resistance to, engagement in, and pedagogical grappling with racism, whiteness, and White privilege. The importance of pre-service and in-service teachers being able to engage, understand, and challenge these issues becomes critically important at our crossroads in the present, especially given the recent election that bolstered open and tacit White supremacists into power. If White teachers are to engage racism, whiteness, and White privilege, they must do so with as opposed to for their students, in a Freirean sense. If teaching for social justice is important, renewed interest and investment in White teacher identity studies and related whiteness pedagogies is key for the next 25 years.
33
Escobar, Miguel. "La reinvención freiriana en la universidad: Paulo Freire, el movimiento zapatista, el psicoanálisis sociopolítico y la pedagogía erótica." EccoS – Revista Científica, no. 32 (May 7, 2014): 237–68. http://dx.doi.org/10.5585/eccos.n32.4660.
Full textAbstract:
Cuando me desped de Paulo Freire en Ginebra (Suiza) en 1978, un sueo lleg conmigo a Mxico: reinventar a Freire y no solamente repetirlo. Comenc ese mismo ao a trabajar en la Facultad de Filosofa y Letras, ffyl, unam. En 1994 me encontr frente al grito de lucha de las comunidades zapatistas,Ya Basta! que le daba vida revolucionaria al pensamiento freiriano. Ese Ya Basta! me desafi a ir a la praxis desde la prctica y no slo desde la teora, lo que permiti definir mejor el proyecto de investigacin La lectura de la realidad en el aula. Pensar la prctica para transformarla. El escrito que aqu se presenta es la sntesis de un caminar, entre profesor y estudiantes, pensando la prctica para transformarla. Proceso que gest una metodologa, mrcyt, la cual ha permitido que quienes participan en el proceso educativo emerjan como sujetos capaces de pronunciar su mundo.
34
Cruz Jerez, Vicente Iván. "Resignificación del pensamiento de Paulo Freire en la praxis pedagógica." Paideia Surcolombiana, no. 26 (December 1, 2021): 369–83. http://dx.doi.org/10.25054/01240307.3194.
Full textAbstract:
El 19 de septiembre de 2021 se conmemoró el primer centenatrio del natalicio de uno de los pedagogos y filósofos de la educación más influyentes del siglo XX. Este acontecimiento desató una serie de eventos académicos y culturales a nivel mundial en los medios de comunicación, organizaciones populares, instituciones educativas y docentes, con el propósito de exaltar la memoria y el trabajo del gran maestro latinoamericano por su significativo aporte al desarrollo de la educación Popular que pretende la liberación de los oprimidos.
Para la Escuela Popular Claretiana (EPC), conocida también como Filodehambre y Programa Formación Complementaria (PFC) de la Escuela Normal Superior de Neiva (ENSN), resultaba imposible no vincularse a la celebración de tan magno evento, porque éstas dos experiencias vienen implementando los principios filosóficos, pedagógicos y metodológicos de Paulo Freire en su praxis educativa, tratando decantar una propuesta pedagógica liberadora con pertinencia rural, urbana marginal y para la inclusión. Esta es la razón principal para socializar los aspectos sobresalientes de la praxis educativa que ponen en evidencia el pensamiento pedagógico libertario freireano, impactando, de este modo en la vida de los niños, niñas y jóvenes de los sectores populares de Neiva y departamento del Huila, que acuden a éstas dos escuelas, buscando ser valorados y reconocidos como sujetos sociales.
35
Mayo, Peter. "Marxist-inflected praxis in Paulo Freire's political pedagogy." Debates em Educação 13 (September 29, 2021): 82–99. http://dx.doi.org/10.28998/2175-6600.2021v13nespp82-99.
Full textAbstract:
This paper discusses and explains Freire's Marxist-inflected concept of praxis as developed throughout his oeuvre. A key feature, deriving from Marx and others, notably Gramsci, is the positing of a dialectical relationship between consciousness and the world. This is at the heart of his celebrated pedagogical approach. Praxis dates back to the time of the ancient Greek ‘civilisation’ Aristotle in primis. It involves an intellectual effort, a reflection on one’s individual and collective lifeworld. These are the reflecting on action processes that can ultimately collectively lead to political change. Praxis lies at the heart of Marxian and Gramscian political thought and strategy. It is the kernel of Paulo Freire's pedagogical politics; it differs from simply practice. This pedagogical politics involves the codification of this reflection on action into theory. It, in turn, entails evaluating relevant theory against the very reflection on everyday action. The world of action is life itself with all its dimensions, including community living and work, but extends well beyond.
36
Giron, Heloísa, and José Luís Schifino Ferraro. "Uma proposta de diálogo entre Paulo Freire e a Educação Ambiental CríticaA dialogue proposal between Paulo Freire and the Critical Environmental EducationUna propuesta de diálogo entre Paulo Freire y la Educación Ambiental." REMEA - Revista Eletrônica do Mestrado em Educação Ambiental, no. 1 (November 26, 2018): 239–52. http://dx.doi.org/10.14295/remea.v0i1.8576.
Full textAbstract:
A(s) visão(ões) de meio ambiente tem um papel central na formulação de práticas de Educação Ambiental (EA). Estas implicam diretamente na concepção de ser humano que se deseja formar. A partir destas, é possível estabelecer que tipo de relação entre humanidade e natureza propõe-se fomentar em suas práticas. Assim, o presente ensaio se propõe a discutir as relações entre o conceito antropológico de cultura e as características da consciência crítica, propostos por Paulo Freire, com a visão socioambiental de natureza e a atitude ecológica, discutidos por Isabel Carvalho. Tem-se, com isso, o intuito de estabelecer relações entre a práxis de Freire e uma proposta de EA crítica.
The vision(s) of the environment has a central role in the formulation of Environmental Education (EA) practices. These directly imply the conception of human being that it wishes to form. From these, it is possible to establish what kind of relationship between humanity and nature EA practices propose to foster. Thus, the present essay proposes to discuss the relations between the anthropological concept of culture and the characteristics of the critical conscience, proposed by Paulo Freire, with the socioenvironmental vision of nature and the ecological attitude, discussed by Isabel Carvalho. The aim is to establish relations between Freire's praxis and a critical EA proposal.
La(s) visión(es) del medio ambiente tienen un rol central en las formulaciones de prácticas en Educación Ambiental (EA). Estas están directamente implicadas en la comprensión de ser humano que se desea formar. A partir de ellas, es posible establecer cuál es el tipo de relación entre la humanidad y la naturaleza se propone a fomentar en sus prácticas. En este sentido, este ensayo se propone a debatir las relaciones entre el concepto antropológico de cultura y las características de la consciencia crítica, postulados por Paulo Freire, con la visión socio-ambiental de naturaleza y la actitud ecológica, debatidos por Isabel Carvalho. Desea-se, así, establecer relaciones entre la praxis de Freire y una propuesta de EA crítica.
37
Arceluz, Walter. "Universo vocabular y praxis freireana en intervenciones sobre analfabetismo funcional." Revista Iberoamericana de Educación 38, no. 3 (March 25, 2006): 1–6. http://dx.doi.org/10.35362/rie3832656.
Full textAbstract:
El presente trabajo aborda desde una mirada metodológica basada en las prácticas de educación popular de Paulo Freire, la apropiación de la lectoescritura en un marco de construcción de ciudadanía. El mismo, toma como marco elementos de evidencia empírica recogidos en acciones implementadas en centros de alfabetización de jóvenes y adultos de sectores urbanos en situación de analfabetismo funcional.
38
SANTAMARIA, MARIA CONSUELO. "Couples Therapy: Analysis of a "Praxis" with a Freirian Perspective." Family Process 29, no. 2 (June 1990): 119–29. http://dx.doi.org/10.1111/j.1545-5300.1990.00119.x.
Full text
39
Kim, Chang-hwan, and Houn-sup Song. "Implication on Geography Class of Freire’s Praxis Idea." Journal of the Association of Korean Geographers 11, no. 1 (March 31, 2022): 15–27. http://dx.doi.org/10.25202/jakg.11.1.2.
Full text
40
Levin, Lia, and Adaya Liberman. "A Case for Critical Social Work Action." Families in Society: The Journal of Contemporary Social Services 100, no. 3 (May 25, 2019): 248–59. http://dx.doi.org/10.1177/1044389419837073.
Full textAbstract:
Despite critical social work’s (CSW) growing popularity, its praxes and associated policies have thus far remained largely discursive. This situation can be attributed to several factors, including social workers’ attitudes, training, and education and the nature of the systems and organizations employing them. In this article, we contend that besides these viable inhibiting factors, CSW has yet to become a widely used praxis as a result of some of its intrinsic characteristics and the encounter between them and the social work profession. The main part of this article offers guiding principles for promoting critical social work action (CSWA). These principles, which are largely based upon and inspired by fundamentals of Paulo Freire’s genuine pedagogical action, include dialectic practice and policy-making; impatient patience; exemption from neutrality; redefining rationality; humanization, liberation, and transformation; and the formulation of alternatives to silence.
41
Peruzzo, Cicilia MK. "Paulo Freire’s role and influence on the praxis of popular communication in Brazil." International Communication Gazette 82, no. 5 (July 28, 2020): 425–39. http://dx.doi.org/10.1177/1748048520943693.
Full textAbstract:
The article approaches the relationship between the aims of Paulo Freire’s education for liberation and the praxis of popular communication in Brazil. The goal is to understand the extent to which aspects of Freire’s thoughts can intersperse with concepts and practices of popular, community, and alternative communication in Brazil. The study is based on bibliographic research on Freire’s work while reflecting on some of the principles of the education for liberation, particularly those embedding the praxis of popular communication in social movements. This paper concludes by arguing that principles such as ‘communication as dialogue’, ‘critical consciousness’, the ability to become a ‘subject’, ‘education as a practice for freedom’, ‘connection to reality’, and ‘social transformation’ lie prominently in the concept and practices of popular and community communication.
42
Gomes, Claudia Suely Ferreira, Maria das Graças Gonçalves Vieira Guerra, Emilia Maria da Trindade Prestes, and Adriana Valeria Santos Diniz. "Perspectiva contemporânea das ideas de Paulo Freire." Creativity and Educational Innovation Review, no. 4 (January 9, 2021): 96. http://dx.doi.org/10.7203/creativity.4.19330.
Full textAbstract:
O pensamento pedagógico de Paulo Freire, revelando ser a educação dialógica uma questão essencial para uma maior leitura crítica da realidade, continua inspirando pedagogos/as, filósofos/as e sociólogos/as da educação de diferentes contextos, como forma de responder aos questionamentos e desafios das realidades emergentes, nas dimensões educativa, política e social da práxis pedagógica. A atualização do seu pensamento inspira este artigo guiado pelo seguinte questionamento: Como, em um mundo multicultural, se revelam, de forma atualizada as ideias de Freire, tendo como arcabouço pedagógico e político o diálogo? A partir de fontes documental-bibliográficas, utilizando uma abordagem descritiva, o estudo realizou uma reflexão teórica sobre a reinterpretação do pensamento educativo de um dos pensadores mais citados em diferentes fontes de referência, no mundo na área das ciências humanas, no país e no exterior. No Brasil, as teorias baseadas no diálogo e na participação, oriundas de Paulo Freire, se por um lado se tornaram objeto de crítica e de perseguição; por outro, diante de uma situação de crise e de desalento, vem sendo adotadas e defendidas, com maior vigor, como uma vertente da inclusão e de democracia. Por fim, o artigo defende que a perspectiva pedagógica de Paulo Freire continua vigente, na busca de um mundo plural em que se demanda reconhecimento e autonomia.
El pensamiento pedagógico de Paulo Freire, que revela que la educación dialógica es una cuestión esencial para una mayor lectura crítica de la realidad, sigue inspirando a pedagogos, filósofos y sociólogos de la educación de diferentes contextos, como una forma de responder a las preguntas y desafíos de las realidades emergentes, en las dimensiones educativas, políticas y sociales de la praxis pedagógica. La actualización de su pensamiento inspira este artículo guiado por la siguiente pregunta: ¿Cómo, en un mundo multicultural, se revelan las ideas de Freire de manera actualizada, teniendo como marco pedagógico y político el diálogo? A partir de fuentes documentales-bibliográficas y con un enfoque descriptivo, el estudio realizó una reflexión teórica sobre la reinterpretación del pensamiento educativo de uno de los pensadores más citados en diferentes fuentes de referencia, en el mundo de las ciencias humanas, en el país y en el extranjero. En Brasil, las teorías basadas en el diálogo y la participación, originales de Paulo Freire, se han convertido, por un lado, en objeto de crítica y persecución; por otro lado, ante una situación de crisis y desánimo, se han adoptado y defendido con mayor vigor como una vertiente de inclusión y democracia. Finalmente, el artículo defiende que la perspectiva pedagógica de Paulo Freire sigue vigente, en la búsqueda de un mundo plural en el que se exija reconocimiento y autonomía.
Paulo Freire's pedagogical thought, which reveals that dialogical education is an essential issue for a greater critical reading of reality, continues to inspire pedagogues, philosophers and sociologists of education from different contexts, as a way of responding to the questions and challenges of emerging realities, in the educational, political and social dimensions of pedagogical praxis. The updating of his thinking inspires this article guided by the following question: How, in a multicultural world, are Freire's ideas revealed in an updated way, having dialogue as a pedagogical and political framework? Based on documentary-bibliographic sources and with a descriptive approach, the study made a theoretical reflection on the reinterpretation of the educational thought of one of the most cited thinkers in different reference sources, in the world of human sciences, in the country and abroad. In Brazil, the theories based on dialogue and participation, original to Paulo Freire, have become, on the one hand, the object of criticism and persecution; on the other hand, in the face of a situation of crisis and discouragement, they have been adopted and defended with greater vigor as an aspect of inclusion and democracy. Finally, the article argues that Paulo Freire's pedagogical perspective is still valid, in the search for a plural world in which recognition and autonomy are demanded.
43
García Fernández, Raúl, and Anthony García Marín. "La educación como acto político en Freire. La teoría antidialógica, la arbitrariedad cultural y la educación bancaria: nociones para comprender la reproducción de las desigualdades en América Latina." Innovaciones Educativas 24, no. 37 (July 12, 2022): 266–76. http://dx.doi.org/10.22458/ie.v24i37.4316.
Full textAbstract:
El ensayo propone una discusión para comprender la educación como un acto político, desde las nociones sobre la desigualdad social que están implícitas en la primera fase de la obra de Freire. Para ello, se parte de la compresión de lo educativo, lo social y el conflicto en la relación sujeto oprimido-sujeto opresor. Asimismo, se aborda la centralidad que en ello adquieren nociones como lo dialógico versus lo antidialógico, el vínculo entre objetividad y subjetividad, los procesos de concientización y la praxis, es decir, la relación conjunta de la acción y reflexión crítica; todo ello en el marco de la educación liberadora. Una de las premisas del ensayo es que en la obra de Freire no hay mención explícita respecto a lo que actualmente se conoce como el enfoque de la “desigualdad social”, sino que esta se encuentra supuesta en la vasta discusión freireana. Se argumenta que, mediante relaciones antidialógicas, la definición de arbitrarios culturales y la educación bancaria, los sujetos opresores garantizan el mantenimiento de las condiciones materiales y simbólicas de opresión. Es decir, se trata ante todo de desigualdades de saberes, producto de una educación que no permite el proceso de la humanización y la concientización para la liberación de los oprimidos.
44
Mayo, Peter. "Paulo Freire's relevance 100 years on." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (July 2022): 103–14. http://dx.doi.org/10.3280/erp1-2022oa13733.
Full textAbstract:
This paper pays tribute to Paulo Freire a hundred years after his birth in September 1921. It outlines a global scenario against which his ideas and insights can be measured: Neoliberalism, a global pandemic, fake news, a still Darwinian world at the heart of a North-South imperial politics, a culture of militarisation, a sense of fatalism where the present highlights the limits of what is possible, the ideology of ideological death and planetary devastation leading to the ever presence of people striving to move from South to South and South to North to eke out a living still, for many, on the margins of society. Freire's never ending politics of hope and the urge to dream the possible dream rooted in one's existential situation, his emphasis on a politics of solidarity and from below through social movements and the ever important pedagogy of the question, problematization, constitute an antidote to what is awry in this ‘grand and terrible world'. Praxis (action resulting from reflection on previous action), to be distinguished from mere practice (prassi in Italian – habitual behaviour) and dialectical thinking, lie at the heart of Freire's antidote in these times.
45
Karlau, Sensius Amon, and Ivo Sastri Rukua. "Revolusi dan Inovasi Model Pembelajaran Pendidikan Agama Kristen Yang Efektif Dalam Perspektif Paulo Freire." JURNAL LUXNOS 8, no. 1 (June 29, 2022): 116–33. http://dx.doi.org/10.47304/jl.v8i1.213.
Full textAbstract:
Abstract:Paulo Freire gave his ideas in the field of education, which also influenced the praxis of education at various families, stages, levels, types, and objectives, including Christian religious education. In his argument, Freire rejects the wrong and oppressive education pattern with the slogan "Pedagogy of the Oppressed" oriented to the banking method pattern. If so, how to understand the revolutionary and innovative learning model of Christian religious education from Paulo Freire's perspective? The author uses a qualitative method with a library research approach. It is understood that the revolution and innovation of learning in Christian religious education should continue to be echoed and, as far as possible, packaged and connected to the context of actual problems in people's lives simultaneously, which leads to the call to "liberate." This effort indeed leads to the quality of graduates who can compete in various competitions now and in the future. So the revolutionary and innovative learning model in Christian religious education in Freire's perspective always emphasizes freedom, and the learning model is patient in dealing with actual problems and dares to hold back against various inequalities in a positive way through dialogue and dares to make positive changes for optimal results. Abstrak: Paulo Freire memberikan gagasannya dalam bidang pendidikan yang turut mempengaruhi praksis pendidikan pada berbagai rumpun, tingkat, jenjang, jenis dan tujuannya, termasuk pendidikan agama Kristen. Dalam argumentasinya, Freire menolak pola pendidikan yang salah dan bersifat menindas dengan slogan “Pedagogi of the Oppressed” yang berorientasi pada pola banking method. Jika demikian, bagaimana memahami revolusi dan inovasi model pembelajaran pendidikan agama Kristen dalam perspektif Paulo Freire? Penulis menggunakan metode kualitatif dengan pendekatan kepustakaan (library research). Maka dipahami bahwa revolusi dan inovasi pembelajaran pendidikan agama Kristen sebaiknya terus dikumandangkan dan sedapat mungkin dikemas dan dihubungkan dengan konteks persoalan aktual dalam kehidupan masyarakat secara simultan yang mengarah pada panggilan “membebaskan”. Upaya ini tentunya bermuara pada mutu lulusan yang mampu bersaing dalam berbagai persaingan pada masa kini maupun ke depan. Maka model pembelajaran pendidikan agama Kristen revolusionis dan inovatif dalam perspektif Freire selalu menekankan aspek kebebasan, sabar menghadapi berbagai persoalan aktual dan berani menahan diri terhadap berbagai ketimpangan secara positif melalui dialog serta berani melakukan perubahan ke arah yang positif untuk hasil yang optimal.
46
Campbell, Malik, Kelly De Leon, Martha D. Escobar, Dezzerie González, Guadalupe Granados, Carla Martínez, Diego Paniagua, Rocio Rivera-Murillo, and Tracy M. Sadek. "Ethnic Studies as Praxis." Ethnic Studies Review 42, no. 2 (2019): 131–50. http://dx.doi.org/10.1525/esr.2019.42.2.131.
Full textAbstract:
The authors provide a collective counter-narrative of the movement at California State University, Northridge (CSUN) to resist educational policies that have negative implications for students, particularly students of color, and threaten Ethnic Studies, Gender and Women’s Studies, and Queer Studies. The authors contextualize the movement that erupted in the fall of 2017 at CSUN within the struggles of the 1960s to transform higher education by establishing Ethnic Studies. Drawing from Paulo Freire’s critical pedagogy and Critical Race Theory in education, the authors maintain that, in its best iterations, Ethnic Studies is praxis that empowers communities to create transformative social change.
47
Darder, Antonia. "Freire and a revolutionary praxis of the body." Review of Education, Pedagogy, and Cultural Studies 40, no. 5 (October 20, 2018): 422–32. http://dx.doi.org/10.1080/10714413.2019.1570788.
Full text
48
Wallerstein, Nina, and Victoria Sanchez-Merki. "Freirian praxis in health education: research results from an adolescent prevention program." Health Education Research 9, no. 1 (1994): 105–18. http://dx.doi.org/10.1093/her/9.1.105.
Full text
49
Ledwith, Margaret. "Liberating praxis: Paulo Freire's legacy for radical education and politics." Educational Action Research 13, no. 3 (September 1, 2005): 467–72. http://dx.doi.org/10.1080/09650790500200312.
Full text
50
Garavan, M. "Liberating Praxis - Paulo Freire's Legacy for Radical Education and Politics." Community Development Journal 45, no. 2 (February 7, 2010): 256–59. http://dx.doi.org/10.1093/cdj/bsq004.
Full text