Contributions of Freire's Theory to Dialogic Education

IF 0.3 Q4 HISTORY OF SOCIAL SCIENCES

HSE-Social and Education History Pub Date : 2018-10-23 DOI:10.17583/hse.2018.3749

Maria Del Mar Ramis Salas

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引用次数: 8

Abstract

The present article discusses how Paulo Freire was ahead of his time with his theoretical contributions by reflecting on the author’s groundbreaking insights, particularly those developed in his Pedagogy of the oppressed. To do so, the paper first introduces his Theory of Dialogical Action and the premises that explain how it established the theoretical grounds for some of the most relevant theoretical works in the Social Sciences such as Habermas’ Theory of the Communicative Action developed more than a decade after Freire’s work. The second part of the paper further explores the influence of the premises of the Dialogic Education, by reviewing the theoretical foundations of other major theoretical works and practical experiences that building on Freire’s work and the centrality of dialogue in the educational process continue enabling the creation of future through transformative educational experiences. In so doing, the impact that the legacy of one of the most relevant authors in the history of education has had upon most relevant theoretical conceptualisations as well as a successful practical key experiences is further explained.

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弗莱雷理论对对话教育的贡献

本文通过反思保罗·弗莱雷的开创性见解，特别是在他的《被压迫者教育学》中发展起来的见解，讨论了保罗·弗莱雷如何以他的理论贡献领先于他的时代。为了做到这一点，本文首先介绍了他的对话行为理论，并解释了它是如何为社会科学中一些最相关的理论著作(如哈贝马斯的交往行为理论)建立理论基础的前提，这些理论著作是在弗莱雷的工作之后十多年发展起来的。论文的第二部分通过回顾其他主要理论著作的理论基础和实践经验，进一步探讨了对话教育前提的影响，这些理论基础和实践经验建立在弗莱雷的工作和对话在教育过程中的中心地位之上，通过变革的教育经验继续创造未来。通过这样做，进一步解释了教育史上最相关的作者之一的遗产对最相关的理论概念以及成功的实践关键经验的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

HSE-Social and Education History HISTORY OF SOCIAL SCIENCES-

CiteScore

0.90

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： The journal Social and Education History, aims to closely connect these two fields of study, by publishing relevant articles focused on both the analysis of societies and, the socialization processes and cultural and educational transmission. It focuses on the study of social change and transformation periods. It includes the analysis of social and pedagogical thought, as well as the teaching of history. It is open to all historical periods. The journal comprises the analysis of all learning, cultural transmission and socialization processes, together with social analysis. It brings together education and society, and enhances the role of education in the learning processes and development of societies. Furthermore, it includes the study of social and pedagogical thought and the teaching of history, and as there is no limitation of time period, this journal achieves an integrating dimension regarding the study of history that a vast majority of publications do not have. Social and Education History is a digital and free publication, which aims at disseminating scientific knowledge and generating debate in order to promote an active history addressed to reflect on the past, the present and the future, and at the same time to be useful in deepening in the values of democracy and social justice. The journal publishes research articles, reviews, monographs, and articles on doctoral dissertations, about social and educational history. It is a four-monthly publication and multilingual. HSE publishes articles in English and Spanish. This journal has two sections, one for articles and another for book reviews. This journal includes articles about ended or in progress scientific inquiries. The journal publishes reviews of books that have been recently published in the field of education or other disciplines and of international interest.