scholarly journals Entering History: Paulo Freire and the Politics of the Brazilian Northeast, 1958-1964

2004 ◽  
Vol 41 (1) ◽  
pp. 168-189 ◽  
Author(s):  
Andrew J Kirkendall
Keyword(s):  
Paulo Freire ◽  
Brazilian Northeast

Paulo Freire and Communication Studies

2018 ◽  
Author(s):  
Tania Ramalho
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Paulo Freire ◽  
The United States ◽  
Communication Studies ◽  
Access To Education ◽  
Military Dictatorship ◽  
Banking Education ◽  
Brazilian Northeast ◽  
The Military

For Paulo Freire, the Brazilian activist educator and philosopher of education, communication is at the heart of pedagogy, teaching, and learning through praxis that involves reflection and action ultimately to address social injustice and dehumanization. Dialogue is at the center of his pedagogical approach, as means to individuation and humanization. Dialogue assumes participants to be on an equal level even in the presence of difference. In his literacy work, Freire required teacher-facilitators to co-investigate the most important themes in the lives of students. These themes were codified into pictures and brought to dialogue that animated the re-creation of knowledge of participants’ world and themselves in it and, in the process of learning how to read, achieving knowledge of the word. The objective of this approach was not to reproduce “banking” education but to promote revolutionary emancipation of individual and society. Freire developed his work in the context of life in the state of Pernambuco, in the challenging circumstances—socially, historically, and geographically—of the Brazilian Northeast Region. He experienced poverty and hunger and was lucky in his access to education thanks to the efforts of his mother. He rose through the ranks of civil service, serving at state and national levels, addressing the literacy and emancipatory needs of the population, particularly adults in rural areas. Exiled during the military dictatorship in Brazil, Freire lived in Chile, the United States, and Switzerland, where he worked on education projects worldwide.

DESAIN PEMBELAJARAN UNTUK TRANSFORMASI SOSIAL (Studi Perbandingan Pemikiran Paulo Freire dan Ivan Illich tentang Pendidikan Pembebasan)

1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif
Keyword(s):  
Social Transformation ◽  
Paulo Freire ◽  
Technical Skills ◽  
Stable System ◽  
Open Learning ◽  
Learning Network ◽  
Contemporary Education ◽  
Ivan Illich

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.

ANALYSIS OF A SOLAR PARABOLIC DISH STIRLING ENGINE USING BRAZILIAN NORTHEAST SOLARIMETRIC DATA

2018 ◽  
Author(s):  
Felipe Pinheiro Maia ◽  
Nícolas M. F. T. S. Araújo ◽  
Gabriel Ivan Medina Tapia
Keyword(s):  
Stirling Engine ◽  
Parabolic Dish ◽  
Brazilian Northeast

Paulo Freire em tempos de fake news: Edição 2020

2020 ◽  
Author(s):  
Adriana Marques de Oliveira ◽  
Amaurícia Lopes Rocha Brandão ◽  
Brenda Iolanda Nascimento ◽  
Carine Silva Lima ◽  
Caroline Costa Silva Candido ◽  
...  
Keyword(s):  
Paulo Freire ◽  
Fake News

PERSPEKTIF JHON PAULO FREIRE DAN KI HADJAR DEWANTARA TERHADAP INTEGRASI INTELEKTUALITAS DAN MORALITAS PESERTA DIDIK DALAM MENYADARI KEMAJEMUKAN DI INDONESIA

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 73-83
Author(s):  
Ahmad Dahri
Keyword(s):  
Paulo Freire ◽  
Educational Process ◽  
Social Classes ◽  
Mutual Understanding ◽  
Human Beings ◽  
The Real ◽  
National Education ◽  
Purpose Of Education ◽  
Plural Society ◽  
Knowledge And Practice

The real purpose of education is humanizing human beings. The most prominent thing in humanity is diversity, plurality or multiculturality. Indonesia is a country consisting of a plural society. This should be realized by all individuals in this nusantara society. Providing awareness of the existence of mulitikulturalitas or pluralism can be pursued in the educational process. For the sake of this interest, then in the educational process there must be some kind of integralization effort between forming the intellect and morality of learners. The function of integralization of moral and intellectual education is to know more about diversity then combine with knowledge and practice with morality then achieve the purposes of national education. The conclusions or findings of Freire’s and Ki Hadjar Dewantara’s analysis approach are the absence of differences in the educational portion, the absence of social classes as the limits of education, and the educator has a role as teacher not only as a facilitator but also as a identifierin diversity and be honest about the history, there is a link between learners and educators, mutual understanding, learners receive teaching, and educators learn to understand learners, and this function is summarized in education for freedom and ing ngarsho sung tuladha, ing madyo mangun karsha, tut wur handayani.

A CONDENAÇÃO DE NGUNGA E A APOTEOSE DO MANIQUEÍSMO: UMA INTERPRETAÇÃO DO ELOGIO DA IGNORÂNCIA DE PEPETELA

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Pedro Paulo Machado Nascimento Gloria
Keyword(s):  
Paulo Freire ◽  
Martin Buber

O Elogio da Ignorância, o primeiro dos dois segmentos em forma dramática do romance O Cão eos caluandas do escritor angolano Pepetela, será interpretado como a não realização e até negação,por parte da trajetória angolana até então, daquele ideal humanista personifcado no personagemNgunga de As Aventuras de Ngunga. Mostraremos, também, o quanto a crítica pepeteliana contidanesse segmento crucial da obra, algo como que uma miniatura dela mesma, dialoga de maneirabem próxima com o pensamento do educador brasileiro Paulo Freire na obra Pedagogia do Oprimido, acerca do fracasso dos movimentos libertadores ao buscarem mudar um estado social sematentar em remover certos padrões maniqueístas de julgamento herdados da estrutura social anterior. A falta de diálogo, resultante da visão do outro como “coisa” útil a ser manipulada para um fmmaior, também será brevemente abordada a partir da consideração das relações Eu-Tu e Eu-Issona obra Eu e Tu de Martin Buber em diálogo com o texto pepeteliano.

UTILIZANDO O ROLE PLAYING GAME (RPG) COMO UM RECURSO DIDÁTICO NO ENSINO DE GEOGRAFIA FÍSICA

2019 ◽  
Vol 21 (2) ◽  
pp. 1289-1299
Author(s):  
Daniel Victor Martins de Araújo ◽  
Cleire Lima Da Costa Falcão
Keyword(s):  
Role Playing ◽  
Physical Geography ◽  
The State ◽  
State University ◽  
Geography Teaching ◽  
Palabras Clave ◽  
Cognitive Action ◽  
Role Playing Game ◽  
Didactic Material ◽  
Brazilian Northeast

A utilização de novas metodologias em sala de aula é um assunto recorrente dentro das discussões sobre o ensino de geografia. Possuindo isso em mente, como produto da disciplina de Oficina em Geografia II da Universidade Estadual do Ceará (UECE) foi elaborado um material didático alternativo com objetivo de auxiliar os docentes na construção de um ensino contextualizado de Geografia. Essa pesquisa objetiva apresentar uma metodologia alternativa para o ensino de Geografia que visa praticar além da ação cognitiva de memorizar um conceito, trabalhando a interdisciplinaridade, a criatividade, o emocional e a cooperação. A proposta foi construir um RPG (Role Playing Game), que é um jogo que se utiliza da interpretação de personagens para criar e contar histórias coletivamente nas quais todos os agentes se tornam ativos dentro desse processo. Realizaram-se os seguintes procedimentos: revisão bibliográfica, seleção e adaptação do sistema de regras. Por fim, produziu-se a aventura de RPG intitulada “A busca pelo arco de Gelo”, que trabalha alguns aspectos físicos do nordeste brasileiro principalmente do estado do Ceará. Após a elaboração do material constatou-se a importância de trabalhar perspectivas para além do conteudismo. Sentiu-se a necessidade de aplicar no ensino básico para mensurar seu real impacto. Palavras-chave:  Recurso Didático. RPG. Geografia Física. ABSTRACTThe use of innovative methodologies in the classroom is a recurring subject in discussions about geography teaching. With that in mind, as a result of the discipline Workshop in Geography II from the State University of Ceará (UECE) was created, an alternative didactic material with the aid of teachers in the construction of a contextualized geography teaching. This research looks to show an alternative perspective for the teaching of geography that aims to practice beyond the cognitive action of memorizing the concept, but also working on interdisciplinary, creativity, the emotional and cooperation. The proposal was to build an RPG (Role Playing Game), which is a game that uses character interpretation to create and tell stories collectively in which all agents become active within that process. The following procedures were executed: bibliographic review, selection and adaptation of the rules system. At the end, it produced an adventure of RPG "The search for the arc of Ice" that works on physical aspects from the Brazilian northeast, focusing on the state of Ceará. After the material elaboration, it was clear the importance to work on perspectives beyond content. It felt the need to apply the didactic resource to measure its real impact. Keywords: Didactic Resource. RPG. Physical geography.     RESUMEN El uso de metodologías innovadoras en el aula es un tema recurrente en los debates sobre la enseñanza de la geografía. Con eso en mente, como resultado de la disciplina Taller de Geografía II de la Universidad Estatal de Ceará (UECE), se creó un material didáctico alternativo con la ayuda de los maestros en la construcción de una enseñanza de geografía contextualizada. Esta investigación busca mostrar una perspectiva alternativa para la enseñanza de la geografía que tiene como objetivo practicar más allá de la acción cognitiva de memorizar el concepto, pero también trabajando en la interdisciplinaria, la creatividad, lo emocional y la cooperación. La propuesta era construir un juego de rol (RPG), que es un juego que utiliza la interpretación de personajes para crear y contar historias colectivamente en las que todos los agentes se vuelven activos dentro de ese proceso. Se ejecutaron los siguientes procedimientos: revisión bibliografico, selección y adaptación del sistema de reglas.   Palabras clave: Recurso didáctico. RPG Geografía Física.  

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