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Sto caricando le informazioni... Pedagogy of the Oppressed (originale 1970; edizione 1972)di Paulo Freire, Myra Bergman Ramos (Traduttore), Richard Shaull (Prefazione)
Informazioni sull'operaPedagogy of the Oppressed di Paulo Freire (1970)
  
Sto caricando le informazioni...
 Iscriviti per consentire a LibraryThing di scoprire se ti piacerà questo libro. Attualmente non vi sono conversazioni su questo libro.  RajivC | Jan 1, 2024 |   Other problems/things: - The oppressed as liberators of themselves and the oppressers - in the oppressed becoming Subjects, do the oppressers become objects? - Rejects propaganda, but can the book itself be classified as propaganda? What is the book's relation to the dialogue process? - A paternalistic attitude - when presented, anecdotes about the "uneducated" making the same realisations and insights as "intellectuals" feel patronising, like a seal in a circus. They're mentioned because they repeated "intellectual" comments in a different form - the book immediately places them in the "intellectual" context, removing the power of the people to make their own insights by changing their words to suit "intellectual" thought patterns and idioms - This isn't a book about educational methods as such, it's a book about revolution. That people can divorce the ideas about education from the revolution both boggles my mind and stands as a testament to the liberal ability to co-opt anything. - He says what revolutionary leaders should and shouldn't do but it feels like it boils down to "do good things, don't do bad things." The problem of leadership which doesn't engage in dialogue with the people is obviously a serious one but I don't feel he tackles it other than saying "it's really bad and not revolutionary" - There's like 10 pages max in the book which talk about the praticialities of his method and they highlight a disconcerting gap between theory and practise. His theory seems to suggest a radical reinvention of the teaching relationship, but in practise it's more like "teaching where the student has input in what he gets taught." He considers the role of the teacher to be as a kind of revolutionary leader, I think, although it's not clear at all. - He constantly says stuff about people needing to "investigate" the world and its realities but makes a distinction between the investigators and the people, even though there isn't one - the investigators are always part of what they're investigating. At times he seems unsure of this but at other times the distinction is very clear and it's confusing. He performs the same trick of inconsistent dichotomies with the world/humans and revolutionary leaders/the people - they're variously referred to as completely separate, one and the same or different but equal. - Very repetitious. The same phrases are often repeated as if he was introducing them for the first time, just with different introductions that don't really illuminate the meaning of the phrase - A weird "epoch" idea is introduced in the middle of one chapter that I didn't really understand - he claims we're in an "epoch of authority" or something, as opposed to other epochs which... didn't have authority? I don't know, I found it hard to understand and didn't see how it helped to explain or describe anything - Lots about the difference between humans and animals that felt wanky and could probably have been summed up in a paragrah - "humans are different to animals because they can understand their position and attempt to change it" was the main point and it took 5-6 pages to describe - He clearly has strong admiration for Che, Castro, Marx and Mao and quotes them at various points. His ideas actually remind me to a large extent of Mao's "the Party listens to the people and then the Party transforms the scattered ideas the people have into a coherent form and teaches the people" idea, except puffed up a lot (Sorry for the kind of scattershot approach) I wasn't impressed. It felt overly long for what was actually said and didn't really talk about its ideas past stating them multiple times. Some interesting stuff was said and somewhat better than I've read elsewhere but it didn't really have much substance behind sloganeering (which he rails against a few times)  ) tombomp | Oct 31, 2023 | SrMaryLea | Aug 22, 2023 | sweetteaarizona | Jun 15, 2023 |  ) KallieGrace | Jun 8, 2023 | nessuna recensione | aggiungi una recensione
È contenuto inHa come guida per lo studente
"First published in Portuguese in 1968, [this book] was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and continues to possess a special urgency as the creation of a permanent underclass among the underprivileged and minorities in urban centers around the world continues. The 50th anniversary edition includes a new introduction by Donaldo Macedo, an afterword by Ira Shor, and interviews with Marina Aparicio Barberán, Noam Chomsky, Gustavo E. Fischman, Ramón Flecha, Ronald David Glass, Valerie Kinloch, peter Mayo, Peter McLaren, and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come."--Page [4] of cover. Non sono state trovate descrizioni di biblioteche |
Discussioni correntiNessunoCopertine popolari
 Google Books — Sto caricando le informazioni...GeneriSistema Decimale Melvil (DDC)370.115Social sciences Education Education Theory of education; Meaning; Aim Objectives of Education Social ResponsibilityClassificazione LCVotoMedia: (4.13)
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1
The education chapter stood out for me and is one that people must read carefully.
This is not an easy book to read, especially the last chapter, in which he kept repeating the word, 'praxis.'
However, I suggest that a reader read once, and then return to the book again, at leisure. (