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.

scholarly journals A POLÊMICA PAULO FREIRE E IVAN ILLICH:

1969 ◽  
pp. 102-120
Author(s):  
Gildemarks Costa e Silva
Keyword(s):  
Paulo Freire ◽  
Ivan Illich

O objetivo deste texto é explorar aproximações e divergências no pensamento de Paulo Freire e Ivan Illich na forma como eles vêem a relação entre educação e transformação social. Acredita-se que a retomada da polêmica Freire e Illich sobre o problema educação e transformação social pode contribuir para melhor compreender e esclarecer a verdadeira natureza desse problema, já clássico na história da educação moderna.

scholarly journals Reinventing Freire in the 21st century:

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Tara Bartlett ◽  
Daniel Schugurensky
Keyword(s):  
New York ◽  
Social Transformation ◽  
Paulo Freire ◽  
100Th Anniversary ◽  
Student Agency ◽  
Participatory Budgeting ◽  
The Us ◽  
The World ◽  
Wide Experience ◽  
School Democracy

This year we remember three centennials that inspire many progressive educators around the world. First, 2021 marks the 100th anniversary of the creation of Summerhill, one of the first experiments (if not the first) on school democracy in the world. Second, this year we celebrate the 100th birthday of Edgar Morin, a French sociologist and philosopher who dedicated his life to the pursuit of social justice and made insightful contributions to the role of education to promote democracy, equality, social transformation, and sustainability (see, for instance, Morin 2002). Third, this year marks the 100th anniversary of the birth of Paulo Freire (1921-1997), one of the most influential educational thinkers of the second half of the 20th century. Given space constraints and the theme of this special issue of CICE, in this paper we will focus on the connections between some of Paulo Freire’s ideas (particularly those related to citizenship education and school democracy) and a process known as School Participatory Budgeting. “I don't want to be followed; I want to be reinvented”, Paulo Freire said on several occasions. It is in this spirit that we approach this paper. Inspired by Freire’s ideas, and especially by his practice as an educator in Brazil (both before his exile and after his return), in this paper we discuss the recent development and expansion of a process known as School Participatory Budgeting (School PB). This model emanates from Freire’s project of Escola Cidadã, which constitutes an interesting school- or district-wide experience from the global south that can be adapted to many contexts. Since its modest origins in Brazil, School PB has now been taken up in other cities and states across the US (e.g. Chicago, New York) and in many other countries across the globe, from Argentina and Mexico to Colombia, Spain, Russia, France, Italy, Zambia, South Korea, and Portugal. We argue that School PB aligns well with Freire’s ideas on dialogue, participation, collaboration, creativity, student agency, and change. In this paper we focus on the experience of School PB in Arizona, not only because it was in Arizona where the first School PB process in the U.S. was designed and implemented, but also because it has been a place for continuous experimentation and innovation.

scholarly journals ARQUEOLOGÍA DEL DOLOR. UN (RE)ENCUENTRO CON PAULO FREIRE E IVÁN ILLICH PARA APRENDER DEL SUFRIMIENTO

Ideação ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Miguel Salas Soneira ◽  
Asun Pié Balaguer
Keyword(s):  
Paulo Freire ◽  
Hearing Voices ◽  
Salud Mental ◽  
Ivan Illich

El presente texto recupera herramientas para una pedagogía de la liberación y promoción de la intersubjetividad dañada en el campo de la salud mental. Nuestra lectura actualizada de Paulo Freire se articula en diálogo con los aportes de Iván Illich y su posición crítica con la patologización del sufrimiento. Ambos autores nos permiten fundamentar una praxis en el campo de la salud mental que hemos llamado arqueología del dolor. Para ello, en primer lugar, se abordan las relaciones entre opresión y salud mental dando cuenta de la colonización de los cuerpos y las mentes por la vía de la sustracción del saber lego, la psiquiatrización y sobremedicación. En segundo lugar, se abordan las prescripciones y adherencias para comprender qué aspectos de la actuación socioeducativa en salud mental asumen la forma de discursos y prácticas de carácter opresivo y qué claves pedagógicas freirianas se pueden tomar en consideración a efectos de revertir dicha condición. En tercer lugar, se presentan las especificidades de los mitos, discursos y prácticas institucionalizadas que reproducen y mantienen la opresión de los sujetos psiquiatrizados, así como algunas condiciones para su liberación; a saber, la recuperación de la palabra y la construcción simbólica de las propias historias de vida. Finalmente, se expone la experiencia de transformación que está suponiendo el movimiento internacional de Hearing Voices como ejemplo de liberación frente a la opresión biomédica.

Popular education and its roots

2020 ◽  
pp. 19-40
Author(s):  
Marjorie Mayo
Keyword(s):  
Latin America ◽  
Action Research ◽  
Participatory Action Research ◽  
International Development ◽  
Social Transformation ◽  
Critical Consciousness ◽  
Popular Education ◽  
Paulo Freire ◽  
Participatory Action ◽  
Contemporary Context

Competing definitions of the concept of popular education are summarised, showing how the concept has been developed from different perspectives – and then applied in varying ways, in practice. This sets the context for the discussion of popular education as the basis for developing critical consciousness and social transformation. The chapter goes on to summarise the legacies of previous critical educationalists in USA and elsewhere, including the contributions of British experiences and approaches. These legacies have contributed to the thinking of the legendary Brazilian Paulo Freire and others, in the contemporary context. The final section explores the roots of participatory action research, as these have been developed in India, Latin America and elsewhere, in international development contexts.

scholarly journals Rethinking Paulo Freire’s Dialogic Pedagogy and Its Implications for Teachers’ Teaching

2018 ◽  
Vol 7 (4) ◽  
pp. 230 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Paulo Freire ◽  
Critical Thinking Ability ◽  
Dialogic Pedagogy ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contemporary Education ◽  
Do So

Paulo Freire was a Brazilian educator, and was seen as a theorist of critical pedagogy. Freire’s works have a particular significance for contemporary education in different countries. This paper aims to rethink Freire’s dialogic pedagogy, and further illuminate its implications for teachers’ teaching. In order to do so, firstly, we explain the importance of Freire’s dialogic pedagogy. Secondly, we explore the theory & practice of dialogue. Thirdly, this study explains that the dialogue between teachers and students is a way of promoting critical consciousness. Finally, we explore dialogic pedagogy, and illuminate its implications for teachers’ teaching. By reading and analyzing related studies, the implications can be summarized as follows: (1) practicing love-based teaching, (2) developing humility-based teaching, (3) nourishing hope-centered teaching, (4) enriching humor-based teaching, (5) developing silence-based teaching, (6) teachers should promotes students’ critical thinking ability in their teaching, and (7) teachers deeply believe that their students will achieve a better vocation.

scholarly journals Pendidikan Humanis dalam Pandangan Paulo Freire

EKSPOSE ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 514
Author(s):  
Abdul Rasyid
Keyword(s):  
Social Transformation ◽  
Paulo Freire ◽  
Social Background ◽  
Educational Process ◽  
Humanistic Education

Humanistic education in the perspective of Paulo Freire teaches about position of educational process as a social transformation. Hence, providing humanistic society relates closely to the humanistic education. The perspective of Paulo Freire towards humanistic was influenced his social background that did not appreciate the humanistic values so that he tried to accelerate humanistic education through humanistic education.

scholarly journals Contribution of Paulo Freire: An Enduring, Eclectic Educator

2019 ◽  
Vol 7 (2) ◽  
pp. 76-82
Author(s):  
Jeyaseelan Pangiraj ◽  
M Gabriel
Keyword(s):  
Social Learning ◽  
Value Creation ◽  
Social Transformation ◽  
Personal Development ◽  
Critical Consciousness ◽  
Paulo Freire ◽  
Critical Education ◽  
The Social

Education has gone through a sea change. In this ear of digital social learning, companionship in learning, teacher - learner and learner - teacher relationship has been redefined. Paulo Freire an eminent educator has propounded a radical revamping in pedagogy and outcome of learning. He has challenged everything traditional and domesticating. As a proponent of critical education, he has exemplified a system of learning for personal and social transformation. This article explores the possibility for transformation by learning with the learners, habits of mutuality, reciprocity, respect, value creation, revolutionizing their thoughts for personal development. He demanes for a life of curiosity, love and hope. His call to be witnesses of transformation through critical consciousness has to be listened and internationized if rooting out the social evils perpetuated by the cirtified graduates should be our priority and responsibility.

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