Made available in DSpace on 2016-07-27T13:48:11Z (GMT). No. of bitstreams: 1 Zildete Aparecida Guimaraes.pdf: 480659 bytes, checksum: 94091bdd284944a8fa36fdb0a50383e8 (MD5) Previous issue date: 2012-09-11 / Paulo Freire, inspiring and theorist of popular education movement has formulated a proposal for education from the oppressed and not the oppressor, he said education should firstly transform traditional systems of education and build a proposal to rewrite the pedagogical practice, rethinking political meaning of education. Created Education of liberation for the oppressed classes considered in the attempt to educate them politically. Liberation theology is a theological reflection that proposes the political commitment of faith with the historical reality from the perspective of the struggle for liberation of the oppressed classes. Seeing poverty as a structural sin offering the political involvement of Christians in building a more just and caring society. One of the main characteristics of the liberation theology is to see the poor, not as objects of charity, but subject to their own liberation, the main character of his own story. So what you want to highlight are the main points between liberation theology and Education of Paulo Freire since the concern of both is with the poor and oppressed. Besides a common context, the historical origin and social liberation theology and Education of Paulo Freire employ a convergent terminology. The work of Paulo Freire is directed to the folk school, a libertarian education, dedicated to the poor and liberation theology operates through the church and Christians of poor communities to formulate a theology libertarian especially from Christians themselves. Paulo Freire has much in common with Liberation Theology and Liberation Theology has much in common with the Education of Paulo Freire. This approach leads to consider a mutual reciprocal influence, although both have their own history of emergence and development. The motivation is problematical point the contribution of these two major simultaneous events from the national historical context of the 1960s. / Paulo Freire, inspirador e teórico do movimento da educação popular formulou uma proposta de educação a partir do oprimido e não do opressor, segundo ele a educação deveria, primeiramente, transformar sistemas tradicionais de ensino e construir uma proposta de reescrever a prática pedagógica, repensando o sentido político da educação. Criou uma Pedagogia da Libertação para as consideradas classes oprimidas na tentativa e conscientizá-las politicamente. A Teologia da Libertação é uma reflexão teológica que tem como proposta o comprometimento político da fé com a realidade histórica sob a perspectiva da luta pela libertação das classes oprimidas. Vendo a pobreza como pecado estrutural e propondo o engajamento político dos cristãos na construção de uma sociedade mais justa e solidária. Uma das principais características da Teologia da Libertação é ver o pobre, não como objeto de caridade, mas sujeito de sua própria libertação, protagonista de sua própria história. Assim o que se pretende evidenciar são os pontos comuns entre a Teologia da Libertação e a Pedagogia de Paulo Freire uma vez que a preocupação de ambos é com os pobres e oprimidos. Além de um contexto comum, de origem histórica e social, a Teologia da Libertação e a Pedagogia de Paulo Freire empregam uma terminologia convergente. A atuação de Paulo Freire é direcionada para a escola popular, por uma educação libertária, voltada aos pobres e a Teologia da Libertação atua por meio da igreja e dos cristãos das comunidades pobres para formular uma teologia libertária especialmente a partir dos próprios cristãos. Paulo Freire tem muito em comum com a Teologia da Libertação e a Teologia da Libertação muito em comum com a Pedagogia de Paulo Freire. Essa aproximação mútua leva a pensar numa influência recíproca, embora ambos tenham uma história própria de surgimento e desenvolvimento. A motivação problematizadora é apontar a contribuição desses dois grandes acontecimentos simultâneos a partir do contexto histórico nacional da década 1960.

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / Bevrydingsonderwys is 'n verskynsel \vat wereldwyd voorkom. Dit word egter nie in alle werelddele dieselfde genoem nie. Popular Education in Latyns-Amerika, Progressiewe Onderwys in die VSA, Sosialistiese Onderwys in Tanzanie en People's Education in die RSA kan b)voorbeeld almal as voorbeelde van benydingsonderwys beskou word. In hierdie studie word die ontstaan, ontwikkeling, aard en wese van bovermelde onderwysvorme beskryf en vergelyk. Eers word aandag gegee aan die ontstaan en ontwikkeling van Popular Education en word die opvattings van onder andere Paulo Freire en Antonio Gramsci oor die verband tussen onderwys, bevryding en verandering bespreek. Daama word die historiese ontwikkeling van onderskeidelik Progressiewe Onderwys, Sosialistiese Onderwys en People's Education beskryf en bespreek. Die onderwysvorme word vervolgens met mekaar vergelyk en ooreenkomste en verskille blootgele. Ten slotte word bevrydingsonderwys aan die hand van opvoedkundige kriteria beoordeel en aanbevelings met betrekking tot onderwysverandering en -vemuwing in die RSA gemaak. / Education for liberation is a world-\"ide phenomenon. However, it is not named the same throughout the world. Popular Education in Latin America, Progressive Education in the USA Socialistic Education in Tanzania en People's Education in the RSA can, for instance, all be viewed as examples of education for liberation. In this study the origin, development and nature of the above-mentioned forms of education are described and compared. Firstly, the origin and development of Popular Education and the views of inter alia Paulo Freire and Antonio Gramsci regarding the relationship between education, liberation and change are discussed. Thereafter, the historical development of Progressive Education, Socialistic Education and People's Education are described and discussed. These forms of education are subsequently compared and similarities and differences are disclosed. Lastly, education for liberation is evaluated according to educational criteria and recommendations concerning educational change and renewal in the RSA are made. / Educational Studies / M. Ed. (Historiese Opvoedkunde)