Made available in DSpace on 2016-04-27T14:30:52Z (GMT). No. of bitstreams: 1 Alexandre Saul Pinto.pdf: 1292830 bytes, checksum: 61c41098a5d17865435bae92ea8bb8d6 (MD5) Previous issue date: 2011-12-13 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In the context of this research, there is emphasis in the understanding of art as a form of knowledge with ethical and political implications and, on this perspective; it is assumed that theater can be a valuable instrument of struggle and humanization that can collaborate with the transformation of reality. This research proposes to answer the following question: how theater can be an artistic and educational practice that encourages critical thinking, with the intent that a school community can understand better their limit-situations and mobilize itself to overcome them? Through participant observation, on a qualitative approach, the research's path was being built, with the intention to designing and experience a theatrical practice inspired by the politicalpedagogical proposal of Paulo Freire. It worked up with the core ideas of Freire's thought to codify, in theatrical language, and discuss with a school community, of the city of São Paulo, limit-situations experienced by them. The objective was to develop a dialogical theater in which the dialogue took a central role with regard to the construction of knowledge and an emancipatory practice. The theoretical framework of this investigation was supported, in particular, on the ideas of Freire, Boal and Brecht. The analysis of the research results was done through a conceptual sieve which subsidized the creation of what was considered, in this dissertation, a dialogical theater. The results demonstrated the feasibility and relevance of such an experience at School, especially its potential to expand the possibilities for reading reality of the participants and generate actions of active citizenship. In addition, the results indicated educational implications for the school curriculum, waving rooting possibilities of theatrical practice performed / No contexto dessa pesquisa, destaca-se a compreensão da arte como forma de conhecimento com implicações éticas e políticas e nessa perspectiva assume-se que o teatro pode ser um valioso instrumento de luta e humanização, com vistas à transformação da realidade. Essa pesquisa propõe-se a responder a seguinte indagação: como o teatro pode ser uma prática artístico-educativa que estimule a reflexão crítica, com a intenção de que, uma comunidade escolar possa compreender cada vez melhor suas situações-limites e se mobilizar para superá-las? Por meio da observação participante, de abordagem qualitativa, foi sendo construído e trilhado o caminho dessa pesquisa, com a intenção de projetar e experienciar um quefazer teatral inspirado na proposta político-pedagógica de Paulo Freire. Trabalhou-se com as ideias centrais do pensamento freireano para codificar, em linguagem teatral, e debater com uma comunidade escolar, da cidade de São Paulo, as situações-limites por ela vivenciadas. Objetivou-se desenvolver um teatro dialógico na qual o Diálogo assumiu um papel central no que se refere à construção de conhecimento e a uma prática emancipatória. O quadro teórico dessa investigação teve como suporte, em especial, as ideias de Freire, Boal e Brecht. A análise dos resultados da pesquisa foi feita com o crivo conceitual que subsidiou a criação do que foi considerado, nessa dissertação, um teatro dialógico. Os resultados demonstraram a viabilidade e a relevância de uma experiência como essa, na escola, destacando-se seu potencial de ampliar as possibilidades de leitura da realidade dos participantes e gerar ações de cidadania ativa. Em acréscimo, os resultados apontaram implicações educacionais para o currículo escolar, acenando com possibilidades de enraizamento da prática teatral realizada

Made available in DSpace on 2016-04-27T14:31:04Z (GMT). No. of bitstreams: 1 Isaura F Vassalo de Sa.pdf: 621183 bytes, checksum: e491c835a14b0e2e5d7f00c9c33fe552 (MD5) Previous issue date: 2012-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to analyze the Freirean categories. dialogue and participation in a practice in a state school at the city of Itajubá - MG. We selected a school where the dialogic and participatory practice was already recognized by the community and government bodies of the Department of Education, in order to identifyand analyze how the school makes and remakes it is practices, uided by relevant categories of thought of Paulo Freire. The research is a qualitative approach to methodological choice. Data collection included the following: analysis of school documents, interviews and questionnaires to teachers, students, employees in the educational and administrative situations and observation of planning and development of teaching practice school investigated. Data analysis is supported in the frame Freire, with emphasis on dialogue and participation categories. The collected data indicate the presence of dialogue and participation, in Freirean perspective in the pursuit of collective construction of a democratic school, competent and cheerful. It is clear, however, that although present, the studied categories: dialogue and participation require a permanent job training of teachers for the understanding of these categories, by themselves, be more / Este trabalho objetiva analisar as categorias freireanas dialogicidade e participação na prática pedagógica de uma escola pública estadual do município de Itajubá - MG. Selecionamos uma escola onde a prática dialógica e participativa já fosse reconhecida pela comunidade e por instâncias da administração da Secretaria da Educação, de modo a identificar e analisar como a escola faz e refaz suas práticas, orientadas por categorias r levantes do pensamento de Paulo Freire. A pesquisa tem como opção metodógica a abordagem qualitativa. A coleta de dados incluiu os seguintes procedimentos: análise de documentos da escola, realização de entrevistas e aplicação de questionários a docentes, discentes, funcionários da área pedagógica e i administrativa e observação de situações de planejamento e de desenvolvimento \ da prática pedagógica da escola investigada. A análise dos dados' está apoiada no referencial freireano, com destaque para as categorias dialogicidade e participação. Os dados coletados apontam a presença do diálogo e da participação, na perspectiva freireana, na busca da construção coletiva de uma escola democrática, competente e alegre. Percebe-se, porém, que embora presentes, as categorias estudadas: diálogo e participação requerem um trabalho de formação permanente dos educadores para que a compreensão dessas categorias, por parte dos mesmos, seja mais precisa e consistente

Projeto Axé is a non-governmental organization that carries out political-pedagogical work and art education for children and adolescents living in a street situation in Salvador, Bahia, Brazil. I conducted an exploratory ethnographic study with Projeto Axé's Street Education program in order to observe its day-to-day activities and to conduct a utilization-focused program evaluation (Patton 1997) of its pedagogical praxis. This thesis will describe how ethnographic fieldwork methods are interwoven with the political-pedagogical approaches of Projeto Axé's Street Education program and explain how street educators attempt to construct citizenship with participants in the Street Education program. Findings are based on an analysis of data collected during three months of fieldwork, during which I observed the day-to-day activities of the Street Education program and formally interviewed seven street educators. Projeto Axé's street educators employ ethnographic fieldwork methods in order to more holistically understand the everyday lives of street youth, as well as the dynamics of "street culture" that emerge in the particular urban spaces frequented by street youth. The result is an anthropological understanding that serves as the foundation for street education activities, through which street youth are provoked to think critically about their everyday reality in order to transform it (Freire 1970). The construction of citizenship through Street Education is based on the "pedagogy of desire" (Carvalho 2000), a psychological-sociocultural theory of learning developed by the organization specifically for working with youth living in a street situation. Street education and the construction of citizenship begin and happen with the desire of street youth. The content of street education is not fixed or predetermined, but emerges out of a particular street youth's desires, needs, and dialogues with street educators. I conclude that, combined with Freireian-inspired political pedagogy and the pedagogy of desire, the use of ethnographic fieldwork methods by street educators is crucial for Projeto Axé's attempts at realizing radical transformations in the lives of street youth. Furthermore, Projeto Axé's anthropological approaches to the social and political inclusion of street youth increase the adaptability of its street pedagogy to the local socio-cultural realities emergent in other urban spaces.

<p>The purpose of this paper is to understand why education is a human right. I will look at works by the late Paulo Freire, a Brazilian educator. Paulo Freire worked for many years on developing a pedagogy to promote humanity. His goal was to demonstrate that a literate person will ultimately live a better life because she will be free from oppression and domination.</p><p>I chose to study Paulo Freire as a tool in proving why education is a human right because throughout his work he demonstrated the need for people to be literate in order for them to be considered “truly human”. I will address this term further in my argument.</p><p>This thesis is a work in progress. My goal is to include chapters illustrating Amartya Sen’s theory and ideology, and compare them to those of Freire’s. I would also like to include a chapter specifically dedicated to women and education, since it is common practice for women in many countries to sacrifice their right to education so the males in their families can attend school.</p>

The purpose of this paper is to understand why education is a human right. I will look at works by the late Paulo Freire, a Brazilian educator. Paulo Freire worked for many years on developing a pedagogy to promote humanity. His goal was to demonstrate that a literate person will ultimately live a better life because she will be free from oppression and domination. I chose to study Paulo Freire as a tool in proving why education is a human right because throughout his work he demonstrated the need for people to be literate in order for them to be considered “truly human”. I will address this term further in my argument. This thesis is a work in progress. My goal is to include chapters illustrating Amartya Sen’s theory and ideology, and compare them to those of Freire’s. I would also like to include a chapter specifically dedicated to women and education, since it is common practice for women in many countries to sacrifice their right to education so the males in their families can attend school.

In this thesis I will argue that the current predicament we find ourselves in of unsustainable practices can only be addressed through a fundamental shift in the way we view the world and ourselves in it. It is my contention that our most immediate path to achieving this shift is through education. In this thesis I investigate the philosophical basis and justification for education as the impetus for change that will lead to sustainable societies. This inquiry will rethink Freire’s work within our current socio-historical context. Limitations and critiques of Freire’s work will be examined in order to investigate the ability of his work to form the foundation of a paradigm shift towards education that promotes sustainability. The work of C.A. Bowers is used as the basis to interrogate Freire’s work and to re-think some areas to overcome limitations of Freire’s work in his application to Education for Sustainability.

In this thesis I will argue that the current predicament we find ourselves in of unsustainable practices can only be addressed through a fundamental shift in the way we view the world and ourselves in it. It is my contention that our most immediate path to achieving this shift is through education. In this thesis I investigate the philosophical basis and justification for education as the impetus for change that will lead to sustainable societies. This inquiry will rethink Freire’s work within our current socio-historical context. Limitations and critiques of Freire’s work will be examined in order to investigate the ability of his work to form the foundation of a paradigm shift towards education that promotes sustainability. The work of C.A. Bowers is used as the basis to interrogate Freire’s work and to re-think some areas to overcome limitations of Freire’s work in his application to Education for Sustainability.

Habil.-Schr. Univ. Freiburg (Breisgau), 2007/08.

abstract: The need for a critical education in a democracy, its difficulties, and how to reform this field requires urgent attention. This project begins with the premise that education is necessary for a vibrant democracy. While examining differing voices that advocate for educational reform, mainly that of Critical Pedagogy, it is shown how conflicting forms are advocating similar ideals. Henry Giroux and David Horowitz, both reformers that are on opposite sides of the political spectrum appear to have similar goals. Yet, the question becomes how to solve these differences between these parties? By examining the philosophical origins of these projects and explicating differences rooted in human nature and the good, the basic differences can begin to be shown. In showing these differences it requires going back to the work of Kant. Kant shows the necessity of beginning with philosophy and examining basic assumptions in order to begin to critique and build an education that would guarantee equality. / Dissertation/Thesis / M.A. Communication Studies 2011

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-26T18:02:09Z No. of bitstreams: 1 Marciano do Prado.pdf: 1109606 bytes, checksum: 82e71b5d9fb0a2636e13a7a6e227951e (MD5) / Made available in DSpace on 2016-08-26T18:02:09Z (GMT). No. of bitstreams: 1 Marciano do Prado.pdf: 1109606 bytes, checksum: 82e71b5d9fb0a2636e13a7a6e227951e (MD5) Previous issue date: 2016-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to analyze the historical, political, social, economic and ideological context in which it appears criticism of Paulo Freire pedagogy and later liberation theology, seeking to find influences of this peculiar context in the genesis of Freire's thought and conceptions of the theologians Rubem Alves and Gustavo Gutierrez, who were the first to publish works on liberation theology, theological current considered genuinely Latin American. It seeks to observe to what extent the pedagogical concepts of Freire may have been taken by Gutierrez Alves and theologians in their works reviewed here. In both thoughts we find the valuation of view of human beings and a praxis that seeks liberation from oppressive systems. Both in Paulo Freire as the fundamentals of this theological current present humanistic principles and elements of the Christian tradition. From the methodological tool of analysis of the Marxist dialectical historical materialism, seeks to identify common themes that are addressed by the authors in their arising works from the 1950s to 1970, pausing to study some of the underlying themes, namely, practice , history , humanism and freedom. / A presente pesquisa se propõe a analisar o contexto histórico, político, social, econômico e ideológico em que surge a pedagogia crítica de Paulo Freire e posteriormente a Teologia da Libertação, visando encontrar influências deste peculiar contexto na gênese do pensamento freireano e nas concepções dos teólogos Rubem Alves e Gustavo Gutiérrez, que foram os primeiros publicar obras sobre Teologia da Libertação, corrente teológica considerada genuinamente latino-americana. Ainda procura observar em que medida as concepções pedagógicas de Freire podem ter sido acolhidas pelos teólogos Alves e Gutiérrez em suas obras aqui analisadas. Em ambos os pensamentos encontramos a visão de valorização do ser humano e de uma práxis que busca sua libertação de sistemas opressores. Tanto em Paulo Freire como nos fundamentos desta corrente teológica se apresentam princípios humanistas e elementos da tradição cristã. A partir da ferramenta metodológica de análise do materialismo histórico dialético marxista, procura identificar temas comuns que são abordados pelos autores em suas obras surgidas entre as décadas de 1950 a 1970, detendo-se ao estudo de alguns temas subjacentes a esse contexto histórico, a saber: práxis, história, humanismo e libertação.