Paulo Freire y Edgar Morin, dos profesores que han amado profundamente la educación

Conocimiento de prácticas educativas a través del trabajo pedagógico de dos grandes personajes de la pedagogía, como son Paolo Freire y Edgar Morin. Dos autores que introdujeron el pensamiento complejo en la educación. La pedagogía crítica y compleja de Freire y el pensamiento complejo moriniano son plataformas que representan alternativas complementarias y viables que invitan a pensar de forma libre y cuestionadora las realidades y las prácticas, sociales y educativas.

Re-Assembling Anti-Oppressive Practice (1): The Personal, the Political, the Professional

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960′s and the early 2000’s. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

The Challenges of Using a Feminist Pedagogical Approach

The introduction of a pathbreaking new master’s degree in Gender, Culture, and Development required a pedagogy to match its program contents. Since the aim of the program was to cultivate the next generation of leaders with the knowledge, vision, and skills to not only implement the UN Millennium Development Goals but to set the future goals and agenda, students needed to experience an educational setting that was empowering. As such, we introduced feminist pedagogy into the first seminar, defining feminist pedagogy as the ‘extent to which a community of learners is empowered to act responsibly toward one another and the subject matter and to apply that learning to social action’ (Shrewsbury, 1997, pp. 166–173). But how do we introduce feminist pedagogy in a large class where many students had previously been subjected to the passive, rote memorization teaching utilized in most educational systems in which adult students would have participated, especially given the popularity of what Paolo Freire would call the ‘banking method of education’ in colonial regimes? We responded to that challenge by being as transparent as possible in our teaching, and by modelling feminist pedagogy in all that we did.

Las escuelas de artes y oficios como pioneras de una educación democrática y emancipadora

Esta investigación, sobre historia de la educación artística, se centra en la labor democrática de las escuelas de artes y oficios y sus interrelaciones con la educación general. Se analizan los orígenes de las Escuelas de Artes y Oficios de Barcelona entre finales del siglo XIX y principios del siglo XX, principalmente de la Escola Gratuïta de Disseny de Barcelona, y la influencia de los movimientos artísticos europeos contemporáneos, como las Arts and Crafts, el Modernismo y el Novecentismo. A partir de una metodología descriptiva-interpretativa, se pone de relieve que la misión de estas instituciones iba más allá de la formación artística y laboral, ya que fueron las primeras en proporcionar una educación democrática integral fuera de la escuela pública, ejerciendo un papel relevante en la alfabetización y el acceso a la cultura por parte de toda la ciudadanía. Con ello, se anticipaban a las propuestas democráticas que poco más tarde definirían John Dewey, Paolo Freire y William Morris, entre otros, y que defendían la necesidad de facilitar una cualificación holística y adecuada a la clase obrera. Los resultados derivan de la documentación escrita y fotográfica de distintos archivos locales y nacionales, de entrevistas a directores y ex-alumnos de estas instituciones y la consulta bibliográfica especializada.

The Role of Critical Theory in the Development of Multicultural Psychology and Counseling

The discipline of psychology has historically been based upon Western, Eurocentric perspectives on human behavior. Critical theory has played a central role in pushing psychology out from its insularity and perceived objectivity. This chapter examines the role of critical pedagogist Paolo Freire and liberation psychologist Ignacio Martín-Baró in the shaping of a multicultural perspective within psychology that has revolutionized the way that psychologists understand and treat mental health conditions. Freire and Martín-Baró gave voice to the marginalized and disenfranchised and pushed psychologists to engage in their own conscientization of their history and complicitness in perpetuating oppression. Implications of their work are examined in light of their contributions to theoretical underpinnings, clinical diagnosis, and treatment approaches.

Parts of the Whole: The Last Column: Freire's Pedagogy of Liberation

The educational theory of Paolo Freire is briefly summarized for instructors of quantitative reasoning, with a focus on what it means to give students “agency.” Some examples are given of how to implement his basic ideas.

A Ouvir é que a Gente se Entende

RESUMO“A ouvir é que a gente se entende” é um ensaio que escrevi no início da minha pesquisa de doutoramento em 2012, estimulada pelo VIII encontro do Fórum Internacional Paulo Freire. Tudo começou em 2003 numa viagem que aproximou o Porto, Portugal e Salgueiro (Pernambuco), Brasil. Hoje, olhando para trás, percebo de que foi um momento de viragem, uma tomada de consciência sobre o que havíamos partilhado até então e sobre todas as oferendas que recebi da comunidade quilombola de Conceição das Crioulas durante a viagem a Salgueiro. Na bagagem transportava comigo não só os ensinamentos de Paulo Freire e a pedagogia crioula, que conheci na comunidade; mas também, um medo miudinho da responsabilidade que procurava assumir: queria ir viver na comunidade para estar lá, sentir o ritmo do dia a dia, ser pessoa capaz de assimilar o mundo que me rodeia procurando reinventar-me todos os dias nesta partícula que é global. Paulo Freire. Pedagogia crioula. Ouvir. Listening is how we understand each other ABSTRACT “By listening we understand” is an essay that I wrote at the beginning of my PhD research in 2012, catalysed by the VIII meeting of the Paulo Freire International Forum. It all started in 2003 on a trip that connected Porto in Portugal to Salgueiro in (Pernambuco), Brazil. Looking back today, I realize that this essay was a turning point, an awareness of what we had shared so far and all the offerings I received from the quilombola community of Conceição das Crioulas during the trip to Salgueiro. In my luggage I carried with me, not only Paulo Freire's teachings and creole pedagogy, which I learnt within the community but also a fear of the responsibility I sought to assume. I wanted to live in the community of Salgueiro to be there present, to feel the rhythm of its everyday life, and to be able to assimilate the world around me by attempting to reinvent myself daily in this tiny particle that is global.Paulo Freire. Crioula Pedagogy. Listening. Ad’ascoltare le persone si capiscono RIASSUNTO "Ad’ascoltare le persone si capiscono" é stato un picolo articolo che ho scrito mentre facevo le indagini l doutoramento nel 2012, dopo che o conosciutto , Paulo Freire in un evento scientífico. Nel 2003 fece un commento che avvicinava a Porto, Portogallo e Salgueiro (cittá di Pernambuco), Brasile. Hoje, guardando indietro, baluardo di quello che fu un momento di coscienza che avevamo collaborato a tutte le regali ricevuti dalla comunità Quilombola di Conceição de le Crioulas in un viaggio a Salgueiro. Nel bagaglio portava con mé gli ensegnamenti de Paulo Freire e la pedagogia crioula, che conubi ne la comunità. O sentito la responsabilità da assumere: volevo vivere, sentire i ritmo de le giornate, volevo esse una persona capace di sentire il mondo in torno a me, cercando de reinventarmi tutti i giorni. Paolo Freire. Pedagogia Crioula. Il Ascoltare. Escuchar: es como nos entendemos RESUMEN"Al escuchar entendemos" es un ensayo que escribí al comienzo de mi investigación de doctorado en 2012, catalizado por la VIII reunión del Foro Internacional Paulo Freire. Todo comenzó en 2003 en un viaje que conectaba Oporto en Portugal con Salgueiro en (Pernambuco), Brasil. Mirando hacia atrás hoy, me doy cuenta de que este ensayo fue un punto de inflexión, una conciencia de lo que habíamos compartido hasta ahora y todas las ofertas que recibí de la comunidad quilombola de Conceição das Crioulas durante el viaje a Salgueiro. En mi equipaje llevé conmigo, no solo las enseñanzas y la pedagogía criolla de Paulo Freire, que aprendí dentro de la comunidad, sino también el temor a la responsabilidad que quería asumir. Quería vivir en la comunidad de Salgueiro para estar presente, sentir el ritmo de su vida cotidiana y asimilar el mundo que me rodea intentando reinventarme diariamente en esta pequeña partícula que es global. Paulo Freire. Pedagogía Crioula. Escuchando.

Teaching Social Justice Through Shakespeare

Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between teachers and students through his “pedagogy of the oppressed,” this book seeks to reformat the relationship between students and this challenging material in ways that move them and us toward social action. To that end, it offers a global perspective on Shakespeare and early modern literature, including competing “Renaissance world pictures,” non-canonical authors, and collaborative practices. Its 21 chapters describe and model ways of doing social justice work with and through early modern texts, and claim the academic—not merely social—benefits of integrating social justice work into courses.

Do it yourself!

In 1962, the Dutch art audience was confronted with a remarkable participatory art project in the Stedelijk Museum Amsterdam: a dynamic labyrinth that visitors could enter, be part of and contribute to. This article analyses the particular relation between participation and instruction in the Dylaby exhibition. After a brief sketch of its particular setup, its ideals, plans and precursors are discussed, together with other contemporary proposals for labyrinths. This is followed by a short excursion into theoretical interpretations of participatory art, centering on the dynamics of freedom and control in this particular art practice. The third part focuses on procedures of guidance and instruction with regard to particular artworks. On the basis of historical source material forms of instruction are reconstructed and examined. Finally, the options of visitors to discover for themselves how to participate will be addressed, with a short detour to the pedagogical theory of Paolo Freire.