Freirean inspirations in solidary internationalism between East Timor and Brazil in science education.

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Suzani Cassiani, Irlan von Linsingen
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Abstract

The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build emancipatory relations, love, and solidarity. From 2009 until 2016, we coordinated the Qualification of Teachers and Teaching of the Portuguese Language program in East Timor, inspired by the dialogicity of Paulo Freire, an educator well known and beloved by the Timorese people for his indirect contribution to the independence of that country. Freire's dialectic denunciation-annunciation was essential to identify the problems and propose solutions with the Timorese and not only for them. In addition, through our experiences in that country, we identified issues like those of Brazilian education as the effects of coloniality and introjections of inferiority and subordination, as well as the transnationalization of education, among other problems. Thus, the Freirean dialectic denunciation-announcement of this praxis, together with Timorese education, drove us to examine our own Brazilian territory, provoking intersectional reflections related to racism, gender and sexuality issues, and social class prejudice, among other forms of oppression. It deepened ways of acting based on critical interculturality and the concept of decolonial pedagogy, which suggested ways to fight for social justice in science education.

Abstract Image

东帝汶和巴西在科学教育方面团结国际主义的自由启示。
这项工作的目的是反思东帝汶和巴西之间国际合作的挑战性轨迹,其重点是从关键的跨文化角度重新思考教师教育的必要性,旨在建立解放的关系、爱和团结。从2009年到2016年,我们在东帝汶协调了教师资格和葡萄牙语课程的教学,灵感来自保罗·弗莱雷(Paulo Freire)的对话,他是一位因间接为该国独立做出贡献而为东帝汶人民所熟知和喜爱的教育家。弗莱雷辩证的谴责-宣布对同东帝汶人而不仅仅是为东帝汶人确定问题并提出解决办法至关重要。此外,通过我们在该国的经验,我们确定了诸如巴西教育的问题,如殖民主义的影响和自卑和从属的内省,以及教育的跨国化等问题。因此,自由人对这种做法的辩证法谴责和宣布,加上东帝汶的教育,促使我们审查我们自己的巴西领土,引发与种族主义、性别和性问题、社会阶级偏见以及其他形式的压迫有关的交叉反思。它深化了基于批判性跨文化性和非殖民化教学法概念的行动方式,这为在科学教育中争取社会正义提出了方法。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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