Publication: Aportaciones de Paulo Freire a la Educación y las Ciencias Sociales
Authors
Flecha García, Ramón ; Puigvert, Lidia
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Partiendo de la demostración de la validez y actualidad de la obra de Paulo Freire, se plantean tres argumentos para mostrar las proyecciones de futuro de sus propuestas. El primero: el diálogo frente al corporativismo. Un diálogo que supera la concepción constructivista abarcando toda la comunidad como constructora de la realidad y del saber. El segundo: transformación en lugar de adaptación, perspectiva desde la que propone la transformación del entorno de aprendizaje. Y el tercero: igualdad de diferencias en lugar de diversidad, que supone el derecho a vivir las propias opciones y supera la concepción homogeneizadora y la afirmación de la diversidad como objetivo, que sólo consiguen aumentar las desigualdades.
Starting from the demonstration of the validity and update of Paulo Freire's work, three arguments are given in order to show the hold of his proposals over the future. First: Dialogue as opposed to corporate spirit. A dialogue that overcomes the constructivist conception to extent to the whole community as a builder of reality and knowledge. Second: Transformation instead of adaptation. This is the point of view from which it is proposed the learning environment's change. Third: Equality of diversity. This idea supposes that everyone has the right to live their own options, as well as overcomes a homogenizing conception, whose affirmation of diversity as a target, leads to increase inequality. Paulo Freire was consistent with these approaches which can be seen in his educational and political practice.
Starting from the demonstration of the validity and update of Paulo Freire's work, three arguments are given in order to show the hold of his proposals over the future. First: Dialogue as opposed to corporate spirit. A dialogue that overcomes the constructivist conception to extent to the whole community as a builder of reality and knowledge. Second: Transformation instead of adaptation. This is the point of view from which it is proposed the learning environment's change. Third: Equality of diversity. This idea supposes that everyone has the right to live their own options, as well as overcomes a homogenizing conception, whose affirmation of diversity as a target, leads to increase inequality. Paulo Freire was consistent with these approaches which can be seen in his educational and political practice.
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Educador contemporáneo más influyente a nivel munidal , Diálogo en lugar de corporativismo , Aprendizaje dialógico freiriano , Transformación en lugar de adaptación , Transformación del contexto , Comprender críticamente la realidad , Construir el diálogo común entre voces diferentes , Igualdad de diferencias en lugar de diversidad , The most influencial Educator over the world , dialogue instead of corporate spirit , Freirian dialogical learning , Transformation instead of adaptation , Transformation of the context , Critical understanding of reality , Building the common dialogue between different voices , Equality of differences instead of diversity
Citation
Revista interuniversitaria de formación del profesorado, V. 12(3), N. 33, 1998
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