Introduction

2020 ◽  
pp. 1-10
Author(s):  
Eurig Scandrett
Keyword(s):  
Paulo Freire ◽  
Public Sociology ◽  
Educational Context ◽  
Pedagogical Practice ◽  
Critical Dialogue ◽  
Sociological Knowledge ◽  
Education Practice ◽  
The Poor ◽  
Radical Education

This chapter focuses on public sociology that demonstrates affinities with radical education practice and debates in the dialogue between public sociology and radical education at the edges of academia. It refers to a methodology developed and popularised by public sociologist Michael Burawoy, which facilitates the critical dialogue between practitioners of public sociology and education. It also discusses the constitution of 'publics', production of sociological knowledge, and different contexts of pedagogical practice. The chapter explains how the dialogue is central to the practices of public sociology education and the dialogical pedagogy of Paulo Freire, whose influence is fundamental to diverse forms of radical education. It describes the value of the knowledge that the poor bring to the educational context and challenges the oppression that kept them in poverty.

scholarly journals Permanent formation of tutors: a study inspired in Paulo Freire with teachers of early years of basic education

2020 ◽  
pp. 151-171
Author(s):  
Maria Perpétua do Socorro Beserra Soares
Keyword(s):  
Basic Education ◽  
Paulo Freire ◽  
Sao Paulo ◽  
Early Years ◽  
Pedagogical Practice ◽  
São Paulo ◽  
Democratic School ◽  
Permanent Formation ◽  
Bibliographic Study ◽  
Research Show

This article presents the results of a research about permanent formation of teachers of early years of fundamental teaching of a public district school of a city of São Paulo-SP; whose general objective is to analyze scopes and limits of permanent formation of teachers to a pedagogical practice committed to building a democratic school. The theoretical contributions is based on the pedagogy of Paulo Freire (2001, 2013b, 2015, and 2016), Imbernón (2009, 2010), and Saul (2010). The nature of the investigation is qualitative and follows Chizzotti (2005) with bibliographic study, field and documentary research. The results of the research show a strong presence of dimensions of permanent formation; materializing principles as the hearing, the dialog, the participation and the movement of action-reflection-action, demonstrated on documents, interviews done, observations, formation meetings and parent-teaching conference.

Justice between Fairness and Love? Christian Ethics in Dialogue with Rawls and Niebuhr

2012 ◽  
Vol 6 (3) ◽  
pp. 306-328
Author(s):  
Jenny Anne Wright
Keyword(s):  
John Rawls ◽  
Christian Ethics ◽  
Critical Dialogue ◽  
Reinhold Niebuhr ◽  
The Poor ◽  
Theological Perspective ◽  
Laws And Policies ◽  
Moral Superiority ◽  
Main Ideas

Abstract There are many different approaches to justice, both theological and secular. These different approaches and diverse theories need not be exclusive, but can play an important role in a dialogue on justice. Since justice is never completely just, it is imperative to always be critical of laws and policies while guarding against moral superiority and oppression. To this end, this article seeks to enter into a critical dialogue between John Rawls and Reinhold Niebuhr from a theological perspective. It critically examines their main ideas and focuses on the role of community, the importance of moral dialogue, the priority of the poor and the unique issues raised by globalization.

scholarly journals Moving from collaboration to critical dialogue in action in education

2020 ◽  
Vol 8 ◽  
Author(s):  
Eugene Matusov ◽  
Lucinda Pease-Alvarez
Keyword(s):  
Collaborative Learning ◽  
Local Community ◽  
Mexican Descent ◽  
Learning Processes ◽  
Community Center ◽  
Pedagogical Practice ◽  
Teaching Approaches ◽  
Critical Dialogue ◽  
Innovative Teaching ◽  
Teaching Learning

The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together through their engagements in undergraduate courses and afterschool activities with predominantly Mexican-descent children at a local community center. We had started our project privileging collaboration and collaborative guidance as the way to approach our collective engagements; however, the events in the project pushed us to reconsider our practice. It took us 25 years to completely understand that what we have come to call “critical dialoguing in action” is how we now conceive of innovative organizational and pedagogical practice, which stands in contrast to the pedagogical and organizational notion of collaboration. We describe the efforts and struggles participants, including ourselves, encountered developing, implementing, and communicating about innovative teaching approaches and practices that we originally thought aimed to promote meaningful and collaborative learning. We call particular attention to dilemmas participants faced dialoguing about the dynamic teaching/learning processes that emerged in our project. These experiences prompted us to characterize our vision for participants’ involvement in the project as “critical dialoguing in action,” which contributed to our ongoing analysis and understanding of emerging dilemmas in our work.

scholarly journals Taking Race Live: Exploring experiences of race through interdisciplinary collaboration in higher education

2019 ◽  
Author(s):  
Sonya Sharma ◽  
Elena Catalano ◽  
Heidi Seetzen ◽  
Helen Julia Minors ◽  
Sylvia Collins-Mayo
Keyword(s):  
Higher Education ◽  
Qualitative Methods ◽  
Lived Experiences ◽  
Interdisciplinary Collaboration ◽  
Ethnically Diverse ◽  
Public Sociology ◽  
Sociological Knowledge ◽  
The Arts

In this article we discuss an interdisciplinary and collaborative four-year project, Taking Race Live, that explored lived experiences of race among students enrolled at an ethnically diverse university in England. Utilizing qualitative methods to evaluate the project each year, we draw on students' voices to address their experiences of race, partnering with interdisciplinary peers and learning about each other. Framing the discussion are the concepts of 'liveness' and 'public sociology' proposed by sociologists to bring sociological knowledge alive. Attention is given to how this was done through engaging with the arts and embodied practices found within drama, dance and music.

scholarly journals As tecnologias na prática pedagógica: algumas reflexões para professores da área de ciências

2017 ◽  
Vol 1 (1) ◽  
pp. 133
Author(s):  
Valdinei Marcolla
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Qualitative Approach ◽  
Educational Context ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Technological Tools ◽  
Information And Communication ◽  
Academic Time ◽  
Cultura Escolar

Resumo: O presente artigo tem por objetivo trazer para o campo do ensino em ciências algumas reflexões acerca da apropriação das tecnologias de informação e comunicação (TIC) nos processos escolares. A ideia que se procura fundamentar no decorrer deste artigo é a de que as TIC, quando inseridas nos contextos educacionais, são importantes dispositivos que possibilitam a formação dos sujeitos e a transformação de suas práticas nos espaços/tempos escolares. A pesquisa pautou-se em pressupostos da abordagem qualitativa. Em que se procurou fazer um diagnóstico da realidade estudada, mediante coleta de documento, observação direta das aulas e entrevista semiestruturada com professores. O trabalho discute o tema da apropriação das TIC na prática pedagógica docente e os reflexos da entrada delas na escola. Os resultados apontam para distintos usos das TIC, que têm seus extremos entre práticas permeadas por diversas ferramentas tecnológicas, e práticas que desconsideram a presença das ferramentas tecnológicas no contexto escolar.Palavras-chave: Tecnologias de informação e comunicação; Cultura escolar; Prática pedagógica. Technologies in pedagogical practice: reflexions for teachers in the scientific areasAbstract: The present paper has the objective of bringing to the field of Science teaching certain reflections regarding the acquiring of information and communication technologies (ICT) in the school process. This paper aims at establishing the idea that the ICT, when inserted in an educational context, are important devices that allow the formation of individuals and the transformation of their practices in the academic time/environment. The study is based in a qualitative approach, in which a diagnosis of the observed reality was sought through the analysis of documents, direct observation of classes and semi-structured interviews with teachers. The paper discusses the theme of ICT appropriation in pedagogical practice and the reflection of this appropriation in school. The results point to distinct uses of ICT, which have their extremes between practices permeated by diverse technological tools, and practices that do not consider the presence of technological tools in the context of the school.Keywords: Information and communication technologies; School culture; Pedagogical practice. 

scholarly journals Why talk about Hermeneutics?

2019 ◽  
Vol 21 (4) ◽  
pp. 49-62
Author(s):  
Josiel De Oliveira Batista ◽  
Luciane Ferreira Mocrosky ◽  
Fabiane Mondini
Keyword(s):  
Mathematical Education ◽  
Human Being ◽  
Educational Context ◽  
Pedagogical Practice ◽  
Philosophical Hermeneutics ◽  
Philosophical Foundations ◽  
The World ◽  
Made In

Many are the works in Mathematical Education that have analyzes based in the hermeneutics, explicitly or not. However, the elaboration of texts that focus on discussing the philosophical foundations of hermeneutics, understood in different perspectives, is still a demand of this field of knowledge. In order to contribute to this discussion and bring clarification about what is hermeneutic, we wrote this work that approaches it in the perspective of phenomenology, that is, as a philosophy. Starting from different historical conceptions of the term, which has in its roots the synonym of interpreting and translating, we present our understanding of the constitution’s course of philosophical hermeneutics, as an ontology of understanding, that is, a way for the human being to comprehend himself and understand the world. In this sense, we envisage contributions of hermeneutics to the research that themes the Education, since, constantly and interpretative-understanding movement of texts, testimonies, expressions of students and pedagogical practice constantly made in the educational context.

Sociocultural Practice of the Ural Teachers in Documentary Sources of Perm Territory Private Archival Funds

2020 ◽  
pp. 74-86
Author(s):  
Elena Vladimirovna Protasova ◽  
Keyword(s):  
Teaching Practice ◽  
Modern Society ◽  
Information Value ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
Subject Field ◽  
Education Practice ◽  
Documentary Sources ◽  
Historical Processes ◽  
Basic Approaches

Regionalization of education and innovative teaching activities are an integral part of economic and historical processes taking place in modern society. A resource to the past experience enables to see possible approaches to the solution of urgent problems of the existing education practice and enrich it with ideas tested on a social and pedagogical level. The regional historical pedagogical heritage as a multifaceted phenomenon can be regarded from different angles. The subject field of the research is the sociocultural experience of Ural teachers, the study of which is based on documentary data of private archival funds, using interrelated and mutually dependent culturological and axiological approaches. The aim of the publication is to reveal the main features of reconstructing the sociocultural teaching practice based on data of Perm Territory private archival funds. Sources of different information value are examined to help analyse pedagogical phenomena and phenomenology of childhood in their interrelation. The author highlights innovative ideas whose potential concerns the development of personality and meets such criteria as the humanistic nature of education and relevance to modern education. The research involves historical retrospective and constructive genetic analyses, as well as methods of studying pedagogical personalism and summarizing valuable pedagogical practice. The result is the development of basic approaches to the study of teachers’ private archival funds, the specification on the regional material of axiological determinants of the Soviet school professional practice, actualization of pedagogical ideas being of interest for improving the competence of a modern teacher in innovation.

Imagining a Sacramental Method: Divine Presence in the Lives of the Crucified Peoples

2021 ◽  
Vol 8 (1) ◽  
pp. 11-25
Author(s):  
Ashley Theuring
Keyword(s):  
Domestic Violence ◽  
Divine Presence ◽  
Critical Dialogue ◽  
Ethical Imperative ◽  
Presence Of God ◽  
The Poor ◽  
Preferential Option ◽  
Ethnographic Methodology ◽  
Domestic Violence Survivors

Abstract This article argues that an ethnographic method informed by a sacramental worldview and guided by the ethical imperative of the preferential option for the poor can give theologians a fundamental tool to access revelation found in our everyday lives. This article begins with a case study investigating the presence of God in the midst of suffering among a community of domestic violence survivors. Then, this article argues that the Divine presence found through this case study can be theologically investigated through an ethnographic methodology informed by a sacramental worldview and the preferential option for the poor. Finally, to embody this proposed methodology and its radical potential, this article brings the narratives of the domestic violence survivors into critical dialogue with the Markan ‘Empty Tomb’ tradition, to uncover a renewed sense of God’s presence in the ‘Empty Tomb.’

scholarly journals Entrevista com a Professora Maria Eliete Santiago

2021 ◽  
Vol 14 (3) ◽  
pp. 700
Author(s):  
Marinaide Freitas ◽  
Luís Alcoforado ◽  
Edinólia Lima Portela
Keyword(s):  
Paulo Freire ◽  
100Th Anniversary ◽  
Pedagogical Practice ◽  
Left Behind ◽  
Founding Member ◽  
Racial Issues ◽  
The World ◽  
La Red ◽  
The University ◽  
Formación Docente

Esta entrevista foi concedida com exclusividade pela professora e pesquisadora doutora Maria Eliete Santiago à Revista Educação e Emancipação para o Dossiê EDUCAÇÃO DE PESSOAS JOVENS E ADULTAS: SUJEITOS, CULTURAS E PRÁTICAS EDUCATIVAS”, comemorativo dos 100 anos de nascimento do educador Paulo Freire. A entrevistada é pernambucana como o educador e além de ter sido sua aluna e orientanda, teve o privilégio de uma convivência pessoal de amizade que permaneceu por muitos anos, enquanto Paulo Freire partiu deste plano terrestre imortalizando-se por meio do legado que deixou.  A professora Eliete Santigo, como assim é conhecida, tem mestrado em Educação e Currículo pela PUC/SP e doutorado em Educação pela Universidade de Paris V - Rene Descarte. É professora titular da Universidade Federal de Pernambuco - UFPE, Centro de Educação, vinculada ao Programa de Pós-Graduação em Educação. Coordenadora da Cátedra Paulo Freire da UFPE, sócia fundadora do Centro Paulo Freire – estudos e pesquisas, integra a Rede Freireana de Pesquisadores e desenvolve estudos sobre formação de professores e prática pedagógica, questões étnico-raciais e pedagogia freireana.Palavras-chave: Compreensão de mundo; Justiça social; Humanização.ABSTRACTThis interview was given exclusively by professor and doctoral researcher Maria Eliete Santiago to the magazine Educação e Emancipação for the Dossier "EDUCATION OF YOUNG AND ADULT PEOPLE: SUBJECTS, CULTURES AND EDUCATIONAL PRACTICES", commemorating the 100th anniversary of Paulo Freire's birth. The interviewee is from Pernambuco, as was the educator, and besides being his student and advisor, had the privilege of a personal friendship that lasted for many years, while Paulo Freire left this earthly plane, immortalizing himself through the legacy he left behind.  Professor Eliete Santigo, as she is known, has a master's degree in Education and Curriculum from PUC/SP and a doctorate in Education from the University of Paris V - Rene Descarte. She is a titular professor at the Federal University of Pernambuco - UFPE, Education Center, linked to the Post-Graduation Program in Education. She is coordinator of the Paulo Freire Chair at UFPE, founding member of the Paulo Freire Center - Studies and Research, member of the Freirean Network of Researchers and develops studies on teacher education and pedagogical practice, ethno-racial issues and Freirean pedagogy.Keywords: Understanding the world; Social justice; Humanization.RESUMENEsta entrevista fue concedida en exclusiva por la profesora e investigadora de doctorado Maria Eliete Santiago a la revista Educação e Emancipação para el Dossier "EDUCACIÓN DE JÓVENES Y ADULTOS: SUJETOS, CULTURAS Y PRÁCTICAS EDUCATIVAS", en conmemoración del centenario del nacimiento del educador Paulo Freire. El entrevistado es de Pernambuco, al igual que el educador, y además de ser su alumno y consejero, tuvo el privilegio de una amistad personal que duró muchos años, mientras Paulo Freire dejaba este plano terrenal, inmortalizándose a través del legado que dejó.  La profesora Eliete Santigo, como es conocida, tiene un máster en Educación y Currículum por la PUC/SP y un doctorado en Educación por la Universidad de París V - René Descarte. Es profesora titular de la Universidad Federal de Pernambuco - UFPE, Centro de Educación, vinculada al Programa de Postgrado en Educación. Es coordinadora de la Cátedra Paulo Freire de la UFPE, miembro fundador del Centro Paulo Freire - Estudios e Investigaciones, miembro de la Red Freireana de Pesquisadores y desarrolla estudios sobre formación docente y práctica pedagógica, cuestiones étnico-raciales y pedagogía freireana.Palabras clave: Entender el mundo; La justicia social; Humanización.

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