DOCSLIB.ORG

An Interpretation of Paulo Freire's Theory of Education. Ronald S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Interpretation of Paulo Freire's Theory of Education. Ronald S University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1977 An interpretation of Paulo Freire's theory of education. Ronald S. Goldman University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Goldman, Ronald S., "An interpretation of Paulo Freire's theory of education." (1977). Doctoral Dissertations 1896 - February 2014. 3401. https://scholarworks.umass.edu/dissertations_1/3401 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. UMASS/AMHERST 31.BQbbD1353aD‘=]5 AN INTERPRETATION OF PAULO FREIRE'S THEORY OF EDUCATION A Dissertation Presented By Ronald S. Goldman Submitted to the Graduate School of the University of Massachusetts in oartial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION October 11, 1977 School of Education (c) Ronald S. Goldman 1977 -All Rights Reserved AN INTERPRETATION OF PAULO FREIRE'S THEORY OF EDUCATION A Dissertation Presented by Ronald S. Goldman Approved as to style and content by: Professor Peter Wagschal , Chairperson of Committee Professor Theodor Slovin, Member 1 t ; . t / Dean Mario Fantini, Department Head Dedicated to the memory of my late father Kurt Goldman V ACKNOWLEDGMENTS This dissertation could not have been written if it had not been for the help of the following people*, to whom I am deeply grateful: Vivien Goldman, Jack Murphy, Bella Halstead, Leonard Suransky, Phil Chanin, Jean Elshtain, Bill DeMuth, Peter Wagschal , Judith Evans and Theodor Slovin. ABSTRACT An interpretation of Paulo Freire's Theory of Education Feoruary 1978 • Ronald S. Goldman, B.A., Hunter College, CCHY M.A., Fordham University Ed.D., University of Massachusetts Directed by: Professor Peter Waqschal This dissertation interprets Paulo Freire's theory of education in three closely related ways, (l) It argues that Freire's theory stands in the tradition of critical theory in general; tnis tradition stands in opposition to that which dominates, including the dominant theoretical mode of discourse--in this case referred to as traditional theory, (z) One form of traditional theory is empiricism. Freire's theory is examined by analyzing what he is net saying. Any effort to incorporate Freire into this tradition domesticates whac is most cutting about Freire. (3) Freive's aoproach to literacy education is attempted within the context of a fresnman Rhetoric Class. Significant changes in a number of students' writings is cleat'ly noticeable. A full report of the three month long educational effort is provided in order to facillitate further understanding of the mode of tnought vfnich one must adopt. "inally rhe disse'-tation attempts to iinderstand why so many ef- t^r- forts to '^reate 'innevative' educational aoproaches result in a that there exists little the- cemenMng of tlie s tatus quo. It 1s argued vii 'theoretical self-consciousness' amongst many such enterprises. This concept is fully explicated. The dissertation contains an extensive bibliography. TABLE OF CONTENTS DEDICATION AND ACKNOWLEDGMENTS • ^ ABSTRACT ; Chapter 1 1 II : 9 Paradigms 11 Paradigms and Politics 13 Liberalism 14 Americanism 21 Traditional Theory Paradigm 25 Empiricist Paradigm 28 Critical Theory Paradigm 32 Wholes and Parts 34 Consciousness 34 Dialectics 36 Paulo Freire and Critical Theory 41 Summary 45 Conclusion 49 III 56 Making Sense of Social Reality 69 Empiricist Interpretation 82 Alschuler-Smith Coding System 84 Critique of Empiricist Epistemology 93 Intersubjective Reality 95 Social Literacy Project's efforts to Understand and Act Upon Reality 100 Summary and Conclusions 113 IV 122 Background 133 Preparation 128 The Project I'll The Real Beginning 1^5 Teaching About the Importance of Assumptions 147 Recognizing Student Assumptions and and Re- Presen ting to Them l-'’^ Page V 171 Introduction 172 Why a Need for Theoretical Self-Consciousness 172 The Meaning of 'Theoretical Self-Consciousness' 185 Psychoanalysis and Critical Theory igi Developing an Educational Program based upon Freire's Principles 206 VI 228 APPENDIX I 242 APPENDIX II 246 APPENDIX III 251 APPENDIX IV (A) 254 APPENDIX IV (B) 256 APPENDIX IV (C) 270 APPENDIX V 274 APPENDIX VI 296 APPENDIX VII 299 BIBLIOGRAPHY 304 . CHAPTER I INTRODUCTION This dissertation attempts to elucidate and explicate the works of the Brazilian educator Paulo Freire. The reader may well ask: Why bother to speculate upon and essentially recapitulate what has already been done? Why not let Freire's work stand for itself? First of all Freire's theory has become more and more popular amongst educators in the United States. There exists a realization that education in America is in difficulty from a variety of. points of view; it is the hope of many that Freire's radical pedagogy will be of help in revitalizing our thinking about education. But the problem is that Freire's work is difficult to understand and lends itself to considerable mi s i nterpreta t i on Recently Freire complained that one great disappointment for him has been the bureaucratization of his work.^ How and why might this happen? Anyone reading Freire's work with verstand (with comprehension) would see how carefully he has attempted to prevent this from occurring. He has written a body of theory , not a set of methods. He wishes those v/ho read his work to comprehend how one thinks within the framework of critical educational theory. To provide a set of techniques would only make it possible for the educator using Freire to use his concepts stat- ically. The educator would not be able to generate insight into new problem areas based upon a deep understanding of the fundamental princi- ples crucial to a critical educational theory. It is the central theme of this dissertation that such an understanding 2 can only come as a result of prolonged immersion in the intellectual tradition of which Freire's work partakes. Unless this is done Freire's language will simply be unconsciously translated into an anglo/empiricist tradition in which most of us unconsciously and unreflectively partici- pate. It is almost certain that those who have bureaucratized Freire are those who have never understood him in the sense I am describing here. They have seen words like: reflection, action, critical con- sciousness, dialectic, subject-object, and assumed that the meanings of these words can be obtained without extensive reference to Freire's intellectual tradition--that they can be operationally defined, if nec- essary. The fact is that these concepts are a part of a certain tradi- tion of intellectual discourse--that of critical theory--and a simple translation of them to another mode of discourse--the anglo/empiricist-- will rob them of the meaning intended by the author. The conceots could only come to be read with verstand if one had read widely and deeply within the tradition of critical theory; only then the context in which these concepts have gained their meaning will be known. One cannot hope to understand the concepts independently of this context. They have ac- quired their meaning from the context of debate and explanation which gave birth to them. ...The reader may well ask how I can speak with such certainty about what must surely be a set of debatable facts. This ques- tion provides me with the opportunity to explain the set of problems which provoked this dissertation. Essentially the dissertation attempts two central, interrelated intelligent tasks. One is to examine how it is possible that extremely 3 educational professionals have taken Freire's theory and so radically altered it as to make it essentially and fundamentally difforont to anything he intended — to have in effect bureaucratized his work. They have packaged it, instrumental i zed it, operationalized it.^ They have done this in order to simplify, test and disseminate widely Freire's theories--as they refer to Freire's theory. They have worked with great care, intellectual honesty and commitment, and have at the same time unwittingly, but essentially, vitiated the meaning of Freire's work. This does not mean to say that what they are doing is useless; rather that the way they 'operationalize Freire' is counter to his theory. Since my initial exposure to Freire's work was via these efforts, I have some understanding of them. For many months I attempted to learn coding system techniques, so that when it came time to do a dissertation I would be able to know for certain whether or not the students with whom I was working had become critically conscious. All along no matter how hard I fought myself I was unable to read Freire in this codified manner. I spent months attempting to understand what was in fact hap- pening. In the process I began to read widely in the field of critical theory, and to talk to those who have for years been immersed in this tradition. This dissertation is essentially a report on what I have come to understand at an early stage of this investigation. It is an why effort to describe my interpretation of Freire and indicate hov/ and this others have so radically misinterpreted his work. The purpose of theory (Freire's in- s pecific critique is to show that critical social empiricist tellectual tradition) stands in critical relationship to the 4 tradition and cannot simply be incorporated by it. The dissertation then is meant to represent in style and content the meaning of critical theory, its relationship to traditional theory, ’ and to argue that Freire stands clearly in the former tradition and that his work can only be adequately understood as such .
Load more

Recommended publications
  • Paulo Freire As Learning Theorist
    Kansas State University Libraries New Prairie Press 2019 Conference Proceedings (Buffalo, New Adult Education Research Conference York) Paulo Freire as Learning Theorist John Holst The Pennsylvania State University, [email protected] Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons, Latin American Studies Commons, Political Theory Commons, Social Psychology Commons, and the Theory and Philosophy Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Holst, John (2019). "Paulo Freire as Learning Theorist," Adult Education Research Conference. https://newprairiepress.org/aerc/2019/papers/29 This Event is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Paulo Freire as Learning Theorist John D. Holst The Pennsylvania State University Abstract: I defend the thesis that Paulo Freire had a theory of learning. Contrary to what learning theorists sustain, I will present a theory of learning in Freire’s work. Key words: adult learning, dialectics, lifelong education, Paulo Freire, praxis It was while in exile that I realized I was truly interested in learning (Freire, 1985, p. 181). Teaching and learning are a part of the same process of knowing (Freire, 1993a, p. 112). A theory of learning is central to the field of Adult Education. Moreover, a theory of learning is actually increasingly important if we consider the fact that we are now referring to our field as lifelong learning rather than adult education.
    [Show full text]
  • Identidades Imaginadas Ou Agualusa Vs. Agostinho Neto: a Falência Do Projeto Original Da Identidade Nacional Angolana
    1 Universidade de Brasília Instituto de Letras Departamento de Teoria Literária e Literaturas Programa de Pós-Graduação em Literatura IDENTIDADES IMAGINADAS OU AGUALUSA VS. AGOSTINHO NETO: A FALÊNCIA DO PROJETO ORIGINAL DA IDENTIDADE NACIONAL ANGOLANA LÉO MACKELLENE GONÇALVES DE CASTRO Orientador: Prof. Dr. João Vianney Cavalcanti Nuto Brasília Maio de 2011 2 LÉO MACKELLENE GONÇALVES DE CASTRO IDENTIDADES IMAGINADAS OU AGUALUSA VS. AGOSTINHO NETO: A FALÊNCIA DO PROJETO ORIGINAL DA IDENTIDADE NACIONAL ANGOLANA Dissertação de Conclusão de Curso apresentada ao Programa de Pós- Graduação em Literatura da Universidade de Brasília para obtenção do título de Mestre em Literatura. Área de Concentração: Literatura e Práticas Sociais Orientador: Prof. Dr. João Vianney Cavalcanti Nuto Brasília Maio de 2011 3 4 AGRADECIMENTOS Peço licença para fazer desses agradecimentos um espaço em que eu me mostro sem amarras, sem padronizações, sem formalidades, sem preocupação de estar alerta em não me delongar muito, como num lugar em que se pode estar sozinho meditando sobre o fechamento de um ciclo imenso que é a conclusão desse mestrado, momento em que tudo, no mais absoluto silêncio, se põe a ouvir a espiral do tempo dando mais uma volta, a engrenagem dos dias se encaixando, o mecanismo do mundo dando seu imenso giro. De novo. Quem tem ouvidos para ouvir que ouça o estalar do encaixe nos dentes da catraca dos séculos e das horas. Essas são pessoas por quem serei eternamente grato porque contribuíram imensamente, infinitamente para a realização desse curso, para a escritura deste texto, para a passagem de mais essa fase na minha vida, fase que marca algo que para muitos pode parecer simples, comum, mas que, pra mim, significa ter alcançado um horizonte distante.
    [Show full text]
  • PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1
    The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII, no. 3/4, 1993, p.439–58. ©UNESCO:International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1 Paulo Reglus Neves Freire was born in Recife, the capital of Brazil’s northeast province, one of the most impoverished parts of this large Latin American nation. Although raised in a middle-class family, Freire became interested in the education of the poor people in his region. He qualified as a lawyer and developed a teaching ‘system’ for all levels of education. He was imprisoned twice in his own country and became famous outside it. Today, Paulo Freire must be considered as the most well known educator of our time. The fundamentals of his ‘system’ point to an educational process that focuses on the students’ environment. Freire assumes that the learners must understand their own reality as part of their learning activity. It is not enough to assume a student can read the phrase:‘Eve saw a grape’. The student should learn to understand Eve in her social context, find out who worked to produce the grape and who profited from this type of work. This ‘system’ brought about Freire’s exile in 1964, following seventy-five days in prison, after having been accused of being a ‘revolutionary and an ignorant’. He then spent four years in Chile and one year in the United States.
    [Show full text]
  • A Review of Paulo Freire's Later Work
    04-400 Ch10 8/25/04 6:40 AM Page 164 10 Education for Radical Humanization in Neoliberal Times: A Review of Paulo Freire’s Later Work Peter Mayo, University of Malta With the posthumous publication of a number of his last writings, Paulo Freire’s oeuvre is almost complete. It therefore seems to be an appropriate time to take stock of Freire’s later work, to indicate, among other things, the light it sheds on the evolution of his thought and its significance in an age in which cynicism is rife. It seems to have become unfashionable, in this age, to dream of a world that is different from and better than the current one. Remaining steadfast, till the very end, to his cherished principles of radical humanization and democ- racy, Freire continued to produce work that provides resources of hope, agency, and reinvigoration in these neoliberal times. To many of us cultural workers, engaged in a constant search for emancipatory possibilities, his work stands as a crag of sanity facing the contemporary tide of nihilistic madness. FACTORS INFLUENCING LATER WORK The fatalism brought about by neoliberalism is one of several factors that influ- enced Freire’s later output in what is a very large oeuvre. As his widow, Nita Freire, told Carmel Borg and me in an interview at her Sao Paulo residence, one year after Freire’s death: “He was concerned with the number of persons who let themselves be deceived by neoliberal slogans and so become submissive and apathetic when confronted with their former dreams. Paulo used a metaphor for this situation: “They have gone to the other side of the river!” (Nita Freire, in Borg and Mayo 2000, 109).1 There were, of course, other important factors that influenced his later work.
    [Show full text]
  • Paulo Freire E O Ensino De Física – O Caráter Freireano De Relatos De Experiência Do Snef
    UNIVERSIDADE FEDERAL DO ESTADO DO RIO DE JANEIRO CENTRO DE CIÊNCIAS HUMANAS E SOCIAIS – CCH PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO PAULO FREIRE E O ENSINO DE FÍSICA – O CARÁTER FREIREANO DE RELATOS DE EXPERIÊNCIA DO SNEF IGOR LÔBO SIQUEIRA RODRIGUES ORIENTADORA:PROFA.DRA.GUARACIRA GOUVÊA DE SOUSA Rio de Janeiro – RJ Abril/2017 UNIVERSIDADE FEDERAL DO ESTADO DO RIO DE JANEIRO CENTRO DE CIÊNCIAS HUMANAS E SOCIAIS – CCH PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO PAULO FREIRE E O ENSINO DE FÍSICA – O CARÁTER FREIREANO DE RELATOS DE EXPERIÊNCIA DO SNEF IGOR LÔBO SIQUEIRA RODRIGUES Texto de dissertação apresentada ao Programa de Pós-Graduação em Educação da Universidade Fe- deral do Estado do Rio de Janeiro, como parte dos requisitos para a obtenção do título de Mestre em Educação Orientadora: Profa. Dra. Guaracira Gouvêa de Sousa Rio de Janeiro – RJ Abril/2017 Catalogação informatizada pelo(a) autor(a) Rodrigues, Igor Lôbo Siqueira R696 Paulo Freire e o Ensino de Física - O Caráter Freireano de Relatos de Experiência do SNEF / Igor Lôbo Siqueira Rodrigues. -- Rio de Janeiro, 2017. 128 Orientadora: Guaracira Gouvêa de Sousa. Dissertação (Mestrado) - Universidade Federal do Estado do Rio de Janeiro, Programa de Pós-Graduação em Educação, 2017. 1. Educação. 2. Paulo Freire. 3. Ensino de Física. 4. Simpósio Nacional de Ensino de Física. I. Sousa, Guaracira Gouvêa de, orient. II. Título. A Paulo Freire1, pelo seu legado à educação, “à maneira de quem, saindo, fica” (FREIRE, 1991), a todos os educadores e educadoras que buscam transformar a sociedade em que vivem, e a todos os educandos e educandas, sujeitos sem os quais não existe educação.
    [Show full text]
  • ÉTICA NAS PROPOSIÇÕES PEDAGÓGICAS DE PAULO FREIRE: O Engajamento Ético-Pedagógico Do Educador
    ÉTICA NAS PROPOSIÇÕES PEDAGÓGICAS DE PAULO FREIRE: O engajamento ético-pedagógico do educador GILSON SALES DE ALBUQUERQUE CUNHA ÉTICA NAS PROPOSIÇÕES PEDAGÓGICAS DE PAULO FREIRE: O engajamento ético-pedagógico do educador Dissertação apresentada ao Curso de Mestrado em Educação da Universidade Federal de Pernambuco, como requisito parcial para obtenção do grau de Mestre em Educação. Orientador: Profº. Dr. Ferdinand Rörh RECIFE 2003 UNIVERSIDADE FEDERAL DE PERNAMBUCO CENTRO DE EDUCAÇÃO MESTRADO EM EDUCAÇÃO ÉTICA NAS PROPOSIÇÕES PEDAGÓGICAS DE PAULO FREIRE: O ENGAJAMENTO ÉTICO-PEDAGÓGICO DO EDUCADOR COMISSÃO EXAMINADORA 1º Examinador/Presidente 2º Examinador 3º Examinador AO PROFESSOR Paulo Reglus Neves Freire AOS MEUS AVÓS: João Onofre de Albuquerque Cunha e Alzira Lins do Amaral, João Sales de Azevedo Melo, Heloiza de Figueiredo Lima e Severina Liboris A MEMÓRIA DO MEU PAI: João Onofre de Albuquerque Cunha Júnior A MINHA MÃE: Maria Cléa Sales de Albuquerque Cunha AOS MEUS IRMÃOS: Fábio e sua Márcia, Ricardo e sua Ceça, e Frederico e sua Clívia AOS MEUS SOBRINHOS: João Fellipe, João Gustavo e Letícia MINHA PRIMEIRA PROFESSORA Odaléia Lemos de Oliveira AO NOBRE PROFESSOR Ferdinand Röhr SUMÁRIO RESUMO................................................................................................................. 11 ABSTRACT............................................................................................................ 12 INTRODUÇÃO.......................................................................................................
    [Show full text]
  • 2010 Jheenguti Casestudy.Pdf (118.6Kb)
    Case Study – Developing Skills through the ‘Customer Care and Quality Management’ Course Isswar JHEENGUT Mauritius College of the Air [email protected] This course was developed in line with Government Policy ‘to put people first’ and at the request of the Ministry of Civil Service and Administrative Reforms. It was meant for continuous professional development of public officers in customer service excellence through Open Distance Learning (ODL) and was guided by the South African ‘Batho Pele Principles’. http://www.southafrica.net/index.cfm?SitePageID=386 Batho Pele Principles were initiated in South Africa more than a decade ago. The South African Batho Pele Principles provide one overarching vision to guide public service managers. Batho Pele is a Sesotho phrase meaning 'People First', committing the public service to serve all the people of South Africa. Batho Pele is about eliminating wasteful and expensive internal systems that were not designed to put the needs of the people first. It is also about making sure that the public service’s financial planning is in line with the public’s needs and priorities. Batho Pele is a commitment to values and principles. 'Customer' is nevertheless a useful term in the context of improving service delivery because it embraces certain principles which are as fundamental to public service delivery as they are to the provision of services for commercial gain. To treat citizens as 'customers' implies: listening to their views and taking account of them in making decisions about what services should be provided; treating them with consideration and respect; making sure that the promised level and quality of service is always of the highest standard; 1 responding swiftly and sympathetically when standards of service fall below the promised standard.
    [Show full text]
  • Pixaçāo: the Criminalization and Commodification of Subcultural Struggle in Urban Brazil
    Kent Academic Repository Full text document (pdf) Citation for published version Gil Larruscahim, Paula (2018) Pixação: the criminalization and commodification of subcultural struggle in urban Brazil. Doctor of Philosophy (PhD) thesis, University of Kent,. DOI Link to record in KAR https://kar.kent.ac.uk/70308/ Document Version Publisher pdf Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html PIXAÇĀO: THE CRIMINALIZATION AND COMMODIFICATION OF SUBCULTURAL STRUGGLE IN URBAN BRAZIL By Paula Gil Larruscahim Word Count: 83023 Date of Submission: 07 March 2018 Thesis submitted to the University of Kent and Utrecht University in partial fulfillment for requirements for the degree of Doctor of Philosophy after following the Erasmus Mundus Doctoral Programme in Cultural and Global Criminology. University of Kent, School of Sociology, Social Policy and Social Research Utrecht University, Willem Pompe Institute for Criminal Law and Criminology 1 Statement of Supervision Acknowledgments This research was co-supervised by Prof.
    [Show full text]
  • I CURATING PUBLICS in BRAZIL: EXPERIMENT, CONSTRUCT, CARE
    CURATING PUBLICS IN BRAZIL: EXPERIMENT, CONSTRUCT, CARE by Jessica Gogan BA. in French and Philosophy, Trinity College Dublin, 1989 MPhil. in Textual and Visual Studies, Trinity College Dublin, 1991 Submitted to the Graduate Faculty of the Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2016 i UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Jessica Gogan It was defended on April 13th, 2016 and approved by John Beverley, Distinguished Professor, Hispanic Languages and Literatures Jennifer Josten, Assistant Professor, Art History Barbara McCloskey, Department Chair and Professor, Art History Kirk Savage, Professor, Art History Dissertation Advisor: Terence Smith, Andrew W.Mellon Professor, Art History ii Copyright © by Jessica Gogan 2016 iii CURATING PUBLICS IN BRAZIL: EXPERIMENT, CONSTRUCT, CARE Jessica Gogan, MPhil/PhD University of Pittsburgh, 2016 Grounded in case studies at the nexus of socially engaged art, curatorship and education, each anchored in a Brazilian art institution and framework/practice pairing – lab/experiment, school/construct, clinic/care – this dissertation explores the artist-work-public relation as a complex and generative site requiring multifaceted and complicit curatorial approaches. Lab/experiment explores the mythic participatory happenings Domingos da Criação (Creation Sundays) organized by Frederico Morais at the Museum of Modern Art, Rio de Janeiro in 1971 at the height of the military dictatorship and their legacy via the minor work of the Experimental Nucleus of Education and Art (2010 – 2013). School/construct examines modalities of social learning via the 8th Mercosul Biennial Ensaios de Geopoetica (Geopoetic Essays), 2011.
    [Show full text]
  • O Ano De 1983 Na Rede Estadual De Ensino De São Paulo
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Universidade Federal de Mato Grosso do Sul: UFMS /... O ano de 1983 na rede estadual de ensino de São Paulo: preparativos para implantação do ciclo básico e suas implicações The year of 1983 in public educational system in São Paulo state: preparations for the implementation of first cycle (“ciclo básico”) and its implications Ana Carolina Galvão Marsiglia Universidade Estadual Paulista (Unesp), Campus de Araraquara, Programa de Pós-Graduação em Educação Escolar. Pedagoga e membro do Grupo de Pesquisa “Estudos Marxistas em Educação”. Newton Duarte Departamento de Psicologia da Educação, Faculdade de Ciências e Letras, UNESP, campus de Araraquara. Bolsista de Produtividade em Pesquisa pelo CNPq. Coordenador do Grupo de Pesquisa “Estudos Marxistas em Educação”. Doutor em Educação pela Unicamp; Livre-docente em psicologia da educação pela Unesp (Araraquara), Pós-doutorado pela Universidade de Toronto, Canadá. Introdução década de 1980 se inicia no Brasil num clima de reconstrução da ordem Ademocrática com intensa ascensão de movimentos sociais e organização de segmentos da assim chamada “sociedade civil”. No entanto, essa década também é marcada pelo processo de mundialização da economia, que encon- tra no neoliberalismo a retórica que legitima a reordenação do Estado em fun- ção do atendimento das necessidades do capital. Em São Paulo, no período de 1983 a 1987, André Franco Montoro, do Parti- do do Movimento Democrático Brasileiro – PMDB (principal partido de oposi- InterMeio: revista do Programa de Pós-Graduação em Educação, Campo Grande, MS, v.15, n.29, p.89-105, jan./jun.
    [Show full text]
  • Brazilian Education and Culture : Historic Development. Mathilde B
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1993 Brazilian education and culture : historic development. Mathilde B. Jorge University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Jorge, Mathilde B., "Brazilian education and culture : historic development." (1993). Doctoral Dissertations 1896 - February 2014. 4992. https://scholarworks.umass.edu/dissertations_1/4992 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. BRAZILIAN EDUCATION AND CULTURE: HISTORIC DEVELOPMENT A Dissertation Presented by MATHILDE B. JORGE Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1993 School of Education © Copyright by Mathilde B. Jorge 1993 All Rights Reserved BRAZILIAN EDUCATION AND CULTURE: HISTORIC DEVELOPMENT A Dissertation Presented by MATHILDE B. JORGE Approved as to style and content by /Jose N. Ornelas, Member To My parents, Benedicto and Maria Lourdes da Silva, who I have admired and loved and who have been a source of inspiration; My children, Marina and Fernando Barbosa Jorge, whose unconditional love, support, and encouragement have contributed to my being able to complete this work; My husband, Fernando A. A. Jorge, who has provided limitless patience, love, support, and devotion throughout the pursuit of my educational endeavors; My dearest friend, Helen Trotman, who helped me step-by-step in my educational career, who would not allow me to give up this effort, and who provided constant support and advice (always with a smile); My sister-in-law, Marina Serra B.
    [Show full text]
  • Redalyc.A Concepção De Ética Na Educação Popular E O Pensamento
    Educação Unisinos E-ISSN: 2177-6210 [email protected] Universidade do Vale do Rio dos Sinos Brasil Serpa de Souza Batista, Patricia A concepção de ética na Educação Popular e o pensamento de Paulo Freire Educação Unisinos, vol. 15, núm. 3, septiembre-diciembre, 2011, pp. 224-232 Universidade do Vale do Rio dos Sinos São Leopoldo, Brasil Disponível em: http://www.redalyc.org/articulo.oa?id=449644456008 Como citar este artigo Número completo Sistema de Informação Científica Mais artigos Rede de Revistas Científicas da América Latina, Caribe , Espanha e Portugal Home da revista no Redalyc Projeto acadêmico sem fins lucrativos desenvolvido no âmbito da iniciativa Acesso Aberto Educação Unisinos 15(3):224-232, setembro/dezembro 2011 © 2011 by Unisinos - doi: 10.4013/edu.2011.153.07 A concepção de ética na Educação Popular e o pensamento de Paulo Freire1 The conception of ethics in the popular education and Paulo Freire’s ideas Patricia Serpa de Souza Batista [email protected] Resumo: Este estudo tem como foco uma revisão teórica sobre o tema da ética da Educação Popular, com ênfase nas elaborações de Paulo Freire. Seu objetivo consiste em discutir a concepção freiriana de ética a partir de quatro temas inter-relacionados: a ética universal do ser humano, a ética da conscientização e da libertação, a ética do diálogo e da autonomia e a ética no ensino e na formação docente. O desenvolvimento do trabalho demonstrou o compromisso ético e político-pedagógico de Freire com a humanidade, por meio de seu trabalho de educador, escritor e, sobretudo, de ser humano comprometido com a conquista de um mundo melhor, isto é, mais justo e mais solidário.
    [Show full text]