scholarly journals Educación, interculturalidad y pedagogía crítica para la convivencia en una sociedad globalizada / Education, Interculturality and Critical Pedagogy for Coexistence in a Globalized Society

2019 ◽  
Vol 8 (3) ◽  
pp. 185-195
Author(s):  
María Guadalupe García Aguilar ◽  
Miguel Ángel Sámano Rentería
Keyword(s):  
Critical Pedagogy ◽  
Modelo Económico

En el presente artículo se analiza la relación sociedad-cultura, dando paso al tema de la interculturalidad. La interculturalidad se arraigó en México en la modalidad educativa. Este hecho ha permitido abordar la educación como estrategia vital para el reconocimiento de las distintas culturas y su relación en un mundo cada vez más cambiante, a raíz del modelo económico vigente, donde el diálogo e intercambio cultural deben servir como puentes de convivencia y respeto entre culturas.  A través de un análisis apoyado de la pedagogía critica se establezcan algunas propuestas para lograr una convivencia intercultural en un marco de respeto y tolerancia.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

O poder, o monopólio e a produção exponencial de informação

2017 ◽  
Vol 2 (1) ◽  
pp. 31
Author(s):  
Marcel José Cheida
Keyword(s):  
Modelo Económico

O artigo compreende uma reflexão sobre os rumos da sociedade da informação, cujas estruturas são recondicionadas e remodeladas pelas tecnologias digitais combinadas com os desafiadores avanços dos processos de exploração dos bens do planeta. Desde a invenção da tipografia impressa, os sistemas e processos de comunicação sofreram profundas mudanças, as quais culminam com a internet. O telégrafo elétrico é o dispositivo que vai radicalizar a velocidade da emissão e recepção de mensagens, além de ser instalado como rede de comunicação, antevendo a Internet. A partir dele, a velocidade se torna o elemento crucial tanto para sustentar o capitalismo como modelo econômico de produção e consumo, como para acelerar profundamente as mudanças tecnológicas e comportamentais de meados do século XX até hoje. Assim, a reflexão apresentada propõe um problema que desafia a capacidade da humanidade e do planeta em conviver com processos acelerados, motivado pelas pressões e demandas de consumo as quais alimentam os monopólios que buscam incessantemente controlar a produção e a disseminação de conteúdos na sociedade consumista. O preço é a degradação das fontes dos recursos ambientais.Palavras-chave: Ética. Informação. Mídia.

Critical Pedagogy In Libraries: A Unified Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Melissa M. Gustafson
Keyword(s):  
Critical Pedagogy ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Information Science ◽  
Academic Publishing ◽  
Unified Approach ◽  
Information Literacy Instruction ◽  
Scholarly Communications ◽  
Paolo Friere ◽  
Foundational Work

Critical pedagogy originated in the social sciences during the mid-twentieth century with the foundational work of Paolo Friere. More recently in information science, James Elmborg and others have framed critical pedagogy through the lens of information literacy instruction. As a whole the philosophy is one which considers economic, political, and societal systems which influence the entire information life cycle from creation to consumption. Central to the adoption was the incorporation of learners as equals with valid and highly individualized experiences in academic discourse. Beyond information literacy instruction, critical pedagogy has the potential to also benefit and define the librarian's outreach and support role for the scholarly communications process. Scholarly communications encompasses both traditional academic publishing models (peer reviewed journals, conference presentations, etc.) and nontraditional channels (social media, open access, etc.) and is concerned with the information lifecycle as it relates to teaching research and scholarly work. In consideration of scholarly communications processes, issues of critical pedagogy including external market forces, privilege of information, systems of access, and consumption all play a defining role. A move to a more unified approach of critical pedagogy in libraries would highlight crucial issues of information literacy and scholarly communications while simultaneously augmenting the library's role across campus. The evolution of critical pedagogy in libraries is briefly discussed. Current scholarly communications practices in academic libraries as seen through the literature and by examining U.S. library websites is also reviewed. The author makes suggestions for meaningful inclusion of critical pedagogy in libraries through a unified approach to scholarly communications and information literacy programs.

O Estado desenvolvimentista e a concretização de uma estrutura humanista: uma análise sob a proposta da teoria do capitalismo humanista

2017 ◽  
Vol 8 (1) ◽  
pp. 01-27
Author(s):  
Bernardo Goncalves Siqueira ◽  
Rodrigo Rabelo Lobregat
Keyword(s):  
Modelo Económico

O capitalismo, conquanto seja o modelo econômico mais viável e coerente com a natureza individualista do homem, em detrimento ao socialismo, por exemplo, ainda não foi capaz de concretizar, a nível global, a tão almejada democracia universal. Na busca pela compreensão das relações entre o direito e o desenvolvimento, e com foco em uma estrutura humanista, faz-se necessário uma verificação do atual modelo de capitalismo, o que é proposto pela “Teoria Jurídico-Econômica do Capitalismo Humanista”, formalizada na PEC 383/2014.

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