218,501 research outputs found
Avaliação na educação superior em enfermagem sob a ótica dialógica de Freire
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2011O presente trabalho teve como objetivos: compreender qual o significado da avaliação do processo ensino e aprendizagem para discentes e docentes de um curso de graduação em enfermagem, na perspectiva pedagógica dialógica, crítica-reflexiva, a partir do referencial teórico-metodológico de Paulo Freire; refletir junto a discentes e docentes de um curso de graduação em enfermagem sobre como a avaliação do processo ensino e aprendizagem vem sendo processada; e estabelecer diretrizes para a construção e aplicação de um processo avaliativo do ensino e aprendizagem apoiado nos temas geradores que surgiram nas rodas de cultura. Trata-se de um estudo qualitativo, do tipo pesquisa participante, orientado pelo referencial teórico-metodológico de Paulo Freire, realizado através de #Rodas de Cultura#, que ocorreram de forma articulada durante o trabalho de campo e foram estruturadas em quatro etapas do método: 1) Levantamento dos temas geradores; 2) Codificação; 3) Decodificação; 4) Desvelamento crítico da realidade. A investigação temática foi constituída em 11 Rodas de Cultura, sendo seis rodas com os discentes e cinco com os docentes. Os sujeitos do estudo foram oito discentes e oito docentes de um Curso de Graduação em Enfermagem da Universidade Federal de Santa Catarina, situada na região Sul do Brasil. A investigação teve a duração de 24 meses, e a coleta de dados iniciou-se em setembro de 2009, após aprovação do Comitê de Ética em Pesquisa com Seres Humanos (CEPSH) da Pró-Reitoria de Pesquisa e Extensão da Universidade Federal de Santa Catarina, sob o nº do processo 274/09 (FR-284026) e Certificado nº 259 e anuência dos participantes. Os dados foram sistematizados em diários e notas de campo, por meio de registros audiovisuais e fotográficos. Para sensibilizar e explorar os conhecimentos prévios dos grupos, realizaram-se algumas dinâmicas de descontração e algumas técnicas (diálogo individual e coletivo, observação participante; leituras de textos individuais e em grupo) para problematizar e subsidiar as discussões reflexivas. A análise qualitativa dos dados ocorreu concomitante à investigação dos temas que emergiram nas Rodas de Cultura, as quais nas etapas de codificação e decodificação foram compiladas, agrupadas e desveladas compondo as macrotemáticas e subtemáticas construídas junto aos participantes para validação no final do processo. Ao desvelar as temáticas e subtemáticas no processo dialógico, constatou-se que os resultados do processo vivenciado com os discentes e com os docentes refletiam a contemporaneidade do pensamento e da concepção dialógica de Freire. Nesse sentido, considerando-se as falas expressas pelos sujeitos nas Rodas de Cultura, pode-se afirmar que o problema hoje não reside apenas no entendimento que se tem sobre as situações-limite vividas pelos participantes dos grupos no cotidiano, mas, sobretudo, sobre nas dificuldades de desvendá-las e colocá-las em prática, pois trabalhar com a avaliação numa perspectiva dialógica e libertadora constitui-se, também, num importante processo de vivenciar a prática da ação # reflexão # ação. Além do que, tanto os discentes quanto os docentes perceberam e têm consciência a respeito das dificuldades e dos progressos que existem no processo avaliativo, tornando possível o aprendizado significativo de ambos, de serem ativos nas discussões reflexivas sobre a avaliação do processo de ensino e aprendizagem, e, principalmente, sobre a possibilidade de transformar esse processo. Eles apreenderam que a consciência crítica não se constitui através de um trabalho intectualista, mas na práxis # ação e reflexão, para que possa produzir sentidos verdadeiramente significativos e socialmente relevantes. No entanto, para que discentes e docentes construam uma prática avaliativa, que defendemos e acreditamos, é essencial que haja comunicação mediada pelo processo dialógico, pois estes vão possibilitar uma via de expressão de suas necessidades, dado a subjetividade e subjetivação da avaliação. Logo, conclui-se que, apesar das limitações do estudo, a pesquisa de tese apresentada comporta significativa relevância social e acadêmica, precisamente, por extrair considerações e recomendações apresentadas em dois manuscritos relacionados ao processo vivido com os discentes e com os docentes nas Rodas de Cultura da Investigação Temática, presentes na tese.This study aims to: understand the meaning of the evaluation of teaching and learning for students and teachers in a graduate course in nursing, the dialogic pedagogical perspective, critical and reflective, from the theoretical and methodological framework of Paulo Freire; to reflect together with students and teachers in a graduate course in nursing about the evaluation of the teaching and learning has been processed, and to establish guidelines for building and implementing an evaluation process of teaching and learning supported by the generative themes that emerged in the wheels of culture. It is a qualitative study of the participant type, guided by theoretical and methodological framework of Paulo Freire realized through the "Wheel of Culture", which occurred in a coordinated way during the fieldwork and were structured in four steps of the method: 1) Survey of generating themes, 2) Coding and 3) decoding, 4) Critical Unveiling of reality. Thematic Research was established in eleven Culture wheels, six wheels with the students and five with the teachers. The study subjects were eight students and eight teachers from an undergraduate course in Nursing in a Public University, located in southern part of Brazil. The investigation lasted four months and began in September 2009 after approval by the Ethics in Human Research (CEPSH) the Dean of Research and Extension Federal University of Santa Catarina, in the number of the Case 274/09 (FR-284026) and Certificate No. 259, and consent from participants. The data were summarized in field notes and diaries, through records audio-visual and photographic. To raise awareness and exploring the prior knowledge of the groups held some dynamics and some relaxation techniques (individual and collective dialogue, participant observation, readings of individual texts and groups) to subsidize the problems and reflective discussions. The investigation of the themes that emerges in the wheel of culture, in which the codification and de-codification stage where compiled, grouped and unveiled composing the macro-theme and sub-themes constructed together with participants to validate at the final process. By unveiling the themes and subthemes qualitative data analysis occurred concurrently with data process it was found that the results of the process with students and experienced teachers to reflect the contemporary thinking and dialogic conception of Freire. In this sense, considering the lines expressed by the subjects in the Wheels of Culture, it can be said that the problem today lies not only in understanding that exists about the extreme situations experienced by group participants in everyday life, but especially about the difficulties of debunking them and put them into practice, because working with the evaluation and dialogic perspective is liberating, too, an important process to experience the practice of action - reflection - action. Besides, both students and teachers have noticed and consciousness about the difficulties that exist and progress in the evaluation process, making possible the meaningful learning of both to be active in discussions on the evaluation of reflective teaching and learning, and especially about the possibility of transforming this process. They learn that, conscience critic is not construct through an intellectual work, but in practical # action and reflection, so that they can produce significant real directions and socially relevant. However, for students and teachers to build an evaluation practice, we stand for and believe it is essential that there is communication mediated dialogue process, as these will enable a way of expressing their needs, given the subjectivity and subjectivity of the evaluation. Thus, we conclude that despite the limitations of the study, the research thesis presented involves significant social and academic relevance, precisely, by extracting considerations and recommendations that would form two manuscripts related to the process experienced with the students and with teachers on the Wheels of Culture Research Thematic present in the thesis
Paulo Freire and Transformative Education
No full textThis collection of papers has been inspired by the work of Paulo Freire and his tireless drive for a transformative and humanising education. Freire believed in the possibility of change and rejected the neo liberal discourse that presents poverty as inevitable, therefore rendering ‘opportunities for change’ invisible. Freire believed that it is a prerogative of ‘being’ in the world to transform it, rather than adapt to an unethical order of things. Freire states that it is our responsibility (and privilege ) to intervene in reality, and as ‘progressive educators, we must be committed to those responsibilities.’
This proposed volume brings together broad themes addressing those responsibilities, exploring segregated communities, mobility, border crossing, and associated pedagogies, the emphasis being on impact and transformation. Moreover, in Freire’s words, the collection aims to create a small but significant context, where a group of educators have come together to ‘question the fatalistic perceptions of the circumstances in which they find themselves’ , and share their ideas for positive change.
The volume will address a range of global and local themes including, but not limited to research, case studies and education. It will include pedagogical approaches to globalisation, social mobility, empowerment and conscientization, ability/disability and valuing diversity within communities. It will also share the transformative power of ‘being’ through popular education and the solidarity economy. Relevance to pedagogical practice and its impact an underpinning theme.
The included papers promote a dialogue around potential contribution and impact on the wider community. Contributions emphasize transformation and empowerment through research and pedagogical practice
La lezione di Freire: quale contributo per la didattica rivolta agli allievi con bisogni educativi speciali?
No full textIl contesto pregevole del Convegno Nazionale SIPED “Pedagogia e politica,
in occasione dei 100 anni dalla nascita di Paulo Freire” ha promosso una
fertile riflessione epistemologica intorno al pensiero freiriano, che ha dato
le mosse al tratteggiarsi di una cornice valoriale e culturale di grandissimo
spessore metodologico ed interpretativo. Questa cornice, infatti, ha con sentito di argomentare a più voci sulla pratica educativa di stampo freiriano,
fondamentalmente contraddistinta da una forte valenza emancipatrice e
dialogica, determinata ad influenzare il senso dell’approccio all’istruzione
e alla formazione nel corso della storia e nell’ambito dell’incessante mutarsi
della realtà sociale (Catarci, 2016), anche alla luce dei recentissimi cambia menti dovuti all’emergenza sanitaria, che ha prepotentemente influenzato
gli scenarinon solo politico-economico-sociali, ma anche educativi (Istat,
2020)
Paulo Freire. Promotore di alfabeti inediti
No full textUn volume che si configura come insieme di contributi di carattere interdisciplinare
che declinano, sul versante socioeducativo, il portato significativo
della pedagogia freiriana e degli studi critici che ne hanno consentito
lo sviluppo, nell’ultimo trentennio, sul piano delle pratiche pedagogiche,
educative e sociali. È noto come Freire, nell’articolazione progressiva del
suo metodo di alfabetizzazione, si sia ampiamente servito della parola,
delle parole generatrici e della creazione di quadri-situazione in grado di
stimolare processi di coscientizzazione delle persone nei loro contesti di
vita e delle comunità di persone. Così articolata, l’interpellante azione pedagogica
di Freire è aperta a una concezione dialogica dell’educazione,
necessariamente estesa all’atto dell’apprendere e a quello dell’insegnare.
Ai suoi occhi, infatti, non esiste nessuna parola autentica che non sia anche
prassi. Per l’autore brasiliano l’atto di pronunciare la parola autentica arriva
a coincidere con la trasformazione del mondo, di quello simbolico e finanche
di quello reale
Paulo Freire and transformative education
No full textThe purpose of this symposium is to pay tribute to Paulo Freire, one of the most influential theorists and practitioners in adult education and pedagogy in general. The first presentation provides a general background to Freire’s work and it is followed by an exposition of Freire’s central concept of ‘Conscientization’. The discussion will then highlight two key strands in Freiere’s work, namely the Marxian and Liberation Theology strands. The concluding section addresses Freire and postcolonial politics. Paulo Freire : from Pedagogy of the Oppressed to Pedagogy of Hope (Daniel Schugurensky) Conscientization as the Object of Practice (Sue M. Scott) Freire with no Dilutions (Paula Allman) Freire and Liberation Theology (Elizabeth Lange Christensen) Paul Freire and the Colonial Legacy (Peter Mayo
Teaching children’s rights – what can we learn from Paulo Freire?
No full textAbstract ECER 2014 Nina ThelanderGetahun Yacob AbrahamKarlstad University, SwedenNetwork 25Teaching children’s rights – what can we learn from Paulo Freire? Today, the importance of school results is stressed in political discussions as well as in public debates in many countries around the world. As school results are linked to economic growth international tests, as e.g. TIMMS and PISA, have become important tools in these debates as well as indicators for change in school systems. In our presentation we will use Sweden as an example where school results in international tests have led to changes in the national school system which, we will argue, has impact on children’s rights in education in different ways. One illustration of changes outlined in the new steering documents is a stronger focus on “subject matter” emphasizing and requiring more and deeper knowledge in each subject in school where e.g. knowledge about children’s rights is more explicitly stressed. In this presentation we want to highlight some of these changes and discuss what they might mean from a child rights perspective? In order to do so we will use ideas and concepts from Paulo Freire which, for instance, presents an alternative idea to “subject matter” teaching and discuss education from a somewhat different angel than expressed in today’s national curricula and syllabuses. This example will be the starting point to a broader discussion about Paulo Freire’s theoretical ideas and concepts in relation to children’s rights in education.To a large extent, researchers within the field of children’s rights in education are anchored in theories, which in different ways are, linked to ideas and concepts outlined within the sociology of childhood, which this presentation is an example of. Even though sociology of childhood has been and still is a fruitful way to study children’s rights in education specific educational theories and perspectives are claimed to be more highlighted and discussed (Quennerstedt & Quennerstedt, 2013)In order to contribute to the theorizing of children’s rights in education we will in this presentation elaborate the theoretical ideas and concepts of Paulo Freire and discuss his thoughts in relation to children’s rights in education, with examples from Sweden. Apart from Freire’s ideas about “subject matter” mentioned above his thoughts about the importance of good relationship between teachers and students, giving an opportunity for students to express themselves, and creating an open climate for conversation in the classroom is applicable with the intentions in the UN Convention on the rights of the child. The concepts such as oppression, banking verses problem posing education, dialogue versus antidialogue, generative themes, etc (Ferire, 1970) are also relevant for this work.In their everyday work teachers, instead of just trying to feed children with knowledge as expressed in the banking concept, it is preferable to involve children to come up with their thoughts and wonderings to generate themes that they can assess together with other children and their teacher. The dialogue with each other and their teacher could give children more opportunities to learn, than the anti-dialogic method where they are passive recipient of what comes from their teacher. These thoughts of respect for children’s self-expression, working method that invites for participation and enquiry are in line with the convention for the rights of the child. Taken together these ideas and concepts form our aim for this presentation: what can we learn about teaching children’s rights from the theoretical perspectives and concepts of Paulo Freire? The theoretical framework is drawn from Paulo Freires ideas and concepts ( Freire, 1970, 1974, 1987, 1998) as well as from the sociology of childhood (James & James, 2004). These theoretical frameworks help us to analyze and cast light on further understanding of children’s rights in education. It will also help us to look closely to the Swedish primary school’s curriculum (Lgr.11) and other policy guidelines. Here the focus will be on the impact of the curriculum and policy guidelines on teaching children’s rights. The study uses text analyses as a method. Convention on the rights of the child (UNICEF, 1989) and the Swedish primary school curriculum (Skolverket, 2011) are used to scrutinize what they provide on teaching children’s right. The provisions in the texts are viewed and analyzed in relation to Paulo Freire´s concepts on education. The expected outcomes of the presentation are to elaborate children’s rights in education from Paulo Freire’s theoretical perspectives. The presentation will also contribute to the ongoing discussion of theorizing children’s rights in education. Our intention is to publish an article from this presentation. ReferencesFreire, P. (1970/2012). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.Freire, P. (1974). Education for critical consciousness. New York: Continuum International Publishing Group.Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield Publishers, Inc. Freire, Paulo and Shor, I. (1987) A Pedagogy For Liberation: Dialogues on TransformingEducation.Westport: Bergin &Garvey.James, A. & James, A,L. (2004) Constructing childhood: Theory, policy, and social practice. New York: Palgrave MacmillianQuennerstedt A, & Qunnerstedt, M, (2013) Researching children’s rights ineducation: sociology of childhood encountering educational theory. In British Journal of Sociology of Education, 2014 Vol. 35, No. 1, 115–132, http://dx.doi.org/10.1080/01425692.2013.783962 Skolverket (2011). Curriculum for the primary school, Lgr 11. Stockholm: Skolverket.UNICEF (1989). Convention on the rights of the child. New York: UNICEF. </p
A Dialogue Between Marx and Freire
No full textGeorgia Southern University faculty member Robert L. Lake co-authored A Dialogue Between Marx and Freire alongside non-faculty member Tricia M. Kress in Paulo Freire\u27s Intellectual Roots: Toward Historicity in Praxis.
Book Summary: Paulo Freire\u27s critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society. For Freire, maintaining a sense of historicity, that is, the origins from which our thinking and practice emerges, is essential to understanding and practicing education as a means for liberation. Too often, however, critical pedagogy is presented as a monolithic philosophy, and the historical and intellectual roots of critical pedagogy are submerged. Through a compilation of essays written by leading and emerging scholars of critical pedagogy, this text brings history into the present and keeps Paulo\u27s intellectual roots alive in all of us as we develop our praxis today
Teaching children’s rights – what can we learn from Paulo Freire?
No full textAbstract ECER 2014 Nina ThelanderGetahun Yacob AbrahamKarlstad University, SwedenNetwork 25Teaching children’s rights – what can we learn from Paulo Freire? Today, the importance of school results is stressed in political discussions as well as in public debates in many countries around the world. As school results are linked to economic growth international tests, as e.g. TIMMS and PISA, have become important tools in these debates as well as indicators for change in school systems. In our presentation we will use Sweden as an example where school results in international tests have led to changes in the national school system which, we will argue, has impact on children’s rights in education in different ways. One illustration of changes outlined in the new steering documents is a stronger focus on “subject matter” emphasizing and requiring more and deeper knowledge in each subject in school where e.g. knowledge about children’s rights is more explicitly stressed. In this presentation we want to highlight some of these changes and discuss what they might mean from a child rights perspective? In order to do so we will use ideas and concepts from Paulo Freire which, for instance, presents an alternative idea to “subject matter” teaching and discuss education from a somewhat different angel than expressed in today’s national curricula and syllabuses. This example will be the starting point to a broader discussion about Paulo Freire’s theoretical ideas and concepts in relation to children’s rights in education.To a large extent, researchers within the field of children’s rights in education are anchored in theories, which in different ways are, linked to ideas and concepts outlined within the sociology of childhood, which this presentation is an example of. Even though sociology of childhood has been and still is a fruitful way to study children’s rights in education specific educational theories and perspectives are claimed to be more highlighted and discussed (Quennerstedt & Quennerstedt, 2013)In order to contribute to the theorizing of children’s rights in education we will in this presentation elaborate the theoretical ideas and concepts of Paulo Freire and discuss his thoughts in relation to children’s rights in education, with examples from Sweden. Apart from Freire’s ideas about “subject matter” mentioned above his thoughts about the importance of good relationship between teachers and students, giving an opportunity for students to express themselves, and creating an open climate for conversation in the classroom is applicable with the intentions in the UN Convention on the rights of the child. The concepts such as oppression, banking verses problem posing education, dialogue versus antidialogue, generative themes, etc (Ferire, 1970) are also relevant for this work.In their everyday work teachers, instead of just trying to feed children with knowledge as expressed in the banking concept, it is preferable to involve children to come up with their thoughts and wonderings to generate themes that they can assess together with other children and their teacher. The dialogue with each other and their teacher could give children more opportunities to learn, than the anti-dialogic method where they are passive recipient of what comes from their teacher. These thoughts of respect for children’s self-expression, working method that invites for participation and enquiry are in line with the convention for the rights of the child. Taken together these ideas and concepts form our aim for this presentation: what can we learn about teaching children’s rights from the theoretical perspectives and concepts of Paulo Freire? The theoretical framework is drawn from Paulo Freires ideas and concepts ( Freire, 1970, 1974, 1987, 1998) as well as from the sociology of childhood (James & James, 2004). These theoretical frameworks help us to analyze and cast light on further understanding of children’s rights in education. It will also help us to look closely to the Swedish primary school’s curriculum (Lgr.11) and other policy guidelines. Here the focus will be on the impact of the curriculum and policy guidelines on teaching children’s rights. The study uses text analyses as a method. Convention on the rights of the child (UNICEF, 1989) and the Swedish primary school curriculum (Skolverket, 2011) are used to scrutinize what they provide on teaching children’s right. The provisions in the texts are viewed and analyzed in relation to Paulo Freire´s concepts on education. The expected outcomes of the presentation are to elaborate children’s rights in education from Paulo Freire’s theoretical perspectives. The presentation will also contribute to the ongoing discussion of theorizing children’s rights in education. Our intention is to publish an article from this presentation. ReferencesFreire, P. (1970/2012). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.Freire, P. (1974). Education for critical consciousness. New York: Continuum International Publishing Group.Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield Publishers, Inc. Freire, Paulo and Shor, I. (1987) A Pedagogy For Liberation: Dialogues on TransformingEducation.Westport: Bergin &Garvey.James, A. & James, A,L. (2004) Constructing childhood: Theory, policy, and social practice. New York: Palgrave MacmillianQuennerstedt A, & Qunnerstedt, M, (2013) Researching children’s rights ineducation: sociology of childhood encountering educational theory. In British Journal of Sociology of Education, 2014 Vol. 35, No. 1, 115–132, http://dx.doi.org/10.1080/01425692.2013.783962 Skolverket (2011). Curriculum for the primary school, Lgr 11. Stockholm: Skolverket.UNICEF (1989). Convention on the rights of the child. New York: UNICEF. </p
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