scholarly journals A prática educativa de Amílcar Cabral no processo de descolonização

2021 ◽  
pp. 308-331
Author(s):  
Ana Paula Cavalcanti ◽  
Mônica Costa Marçal de Moraes ◽  
Slaine Senra Mattos do Amaral
Keyword(s):  

Este artigo tem como objetivo geral analisar os conteúdos de áudios gravados por Paulo Freire em entrevistas realizadas por ele em Guiné-Bissau, disponíveis na home page do Acervo Educador Paulo Freire, abordando o revolucionário e líder africano, Amílcar Cabral. Para tanto utilizou-se da análise de conteúdo e da pesquisa qualitativa, descritiva, em consonância com as obras primárias de Freire. No primeiro momento, buscou-se apresentar quem foi Amílcar Cabral e sua importância na libertação da África, com levantamento documental e revisão de trabalhos anteriores. Na segunda parte, mostrou-se como se deu o processo da chegada de Freire à Guiné-Bissau e a sua contribuição no processo formativo de alfabetização do país. Para finalizar as análises dos dados, fez-se uma comparação das obras de Freire em conformidade com os áudios e as relevâncias de Amílcar Cabral na concepção freireana.

2003 ◽  
Vol 62 (2) ◽  
pp. 121-129 ◽  
Author(s):  
Astrid Schütz ◽  
Franz Machilek

Research on personal home pages is still rare. Many studies to date are exploratory, and the problem of drawing a sample that reflects the variety of existing home pages has not yet been solved. The present paper discusses sampling strategies and suggests a strategy based on the results retrieved by a search engine. This approach is used to draw a sample of 229 personal home pages that portray private identities. Findings on age and sex of the owners and elements characterizing the sites are reported.


1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif

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.


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

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 73-83
Author(s):  
Ahmad Dahri

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.


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