{"title":"Freirean inspirations in solidary internationalism between East Timor and Brazil in science education.","authors":"Suzani Cassiani, Irlan von Linsingen","doi":"10.1007/s11422-023-10159-2","DOIUrl":null,"url":null,"abstract":"<p><p>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 <i>with</i> the Timorese and not only <i>for</i> 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.</p>","PeriodicalId":47132,"journal":{"name":"Cultural Studies of Science Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9984745/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural Studies of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11422-023-10159-2","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CULTURAL STUDIES","Score":null,"Total":0}
引用次数: 0
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.
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.