Espacio Tiempo y Educacion最新文献_第3页

Desarrollo de Herramientas de Educación Convivencial en el Siglo XXI 21世纪社会教育工具的发展

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.492

A. Jofré, Kristina Boylan, Ibrahim Yucel

引用次数: 0

A Shared Vision of Radical Education. Going Beyond Specific Differences in the Relation between Paulo Freire and Ivan Illich 激进教育的共同愿景。超越保罗·弗莱雷与伊凡·伊里奇关系的具体差异

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.507

J. Irwin

{"title":"A Shared Vision of Radical Education. Going Beyond Specific Differences in the Relation between Paulo Freire and Ivan Illich","authors":"J. Irwin","doi":"10.14516/ete.507","DOIUrl":"https://doi.org/10.14516/ete.507","url":null,"abstract":"This essay explores the specific differences between the philosophies of Paulo Freire and Ivan Illich, while nonetheless arguing for their shared vision of radical education. With a focus on Freire’s earlier period of work, especially the seminal Pedagogy of the Oppressed, we point to the differing reception of their respective works in Europe of the 1970s (where Illich is often seen as an incompatible and extreme case). This in retrospect seems somewhat surprising as we argue that the fundamentals of their thinking are a shared critique of banking education and a re-conceptualisation of authority and teaching in renewed education systems. Both thinkers reject the two most obvious positions post-May ’68. On the one hand, there is the New Right perspective, represented by the Philosophes in France, who view all Leftist thought as Stalinist. On the other side, we have what might be termed the «Deleuzian-Guattarian» alternative, represented most crucially by the 1974 text, Anti-Oedipus. Here, the whole conception of a possible «revolution» (the whole ’68 dream), is deemed to be an impossibility. Instead, both Freire and Illich share in a renewed sense of the critical educational project of emancipation, albeit with different emphases. Moreover, the current crisis of education under late capitalism (and subject to the conditions of the Covid pandemic) returns the powerful resources of Freire and Illich to centre stage in education and politics.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bangladesh: An Analysis of BRAC’s Shift from Freire’s Critical «Conscientization» to a Neoliberal Self-Optimization Approach of Development 孟加拉国:BRAC从弗莱雷的批判性“尽责化”转向新自由主义自我优化发展方法的分析

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.542

M. Fateh

{"title":"Bangladesh: An Analysis of BRAC’s Shift from Freire’s Critical «Conscientization» to a Neoliberal Self-Optimization Approach of Development","authors":"M. Fateh","doi":"10.14516/ete.542","DOIUrl":"https://doi.org/10.14516/ete.542","url":null,"abstract":"This article provides a critical analysis of a Bangladeshi development-NGO BRAC’s shift from Paulo Freire’s «conscientizing» education to a neoliberal self-optimization approach of development. Focusing on BRAC’s founder Fazle Hasan Abed’s intentionality and BRAC’s adult literacy programs, I examine why BRAC abandoned Freire’s conscientizing education rooted in Catholic-Marxist social movements in Brazil, and embraced a market-driven development strategy based on market capitalism. In the analysis I place BRAC at the intersection of the international context of the early 1980s, examine BRAC’s relationship with the Bangladeshi regimes, and investigate the ramifications for BRAC and the people to whom this institution offered programs. My findings suggest that, although Freirean philosophy was foundational to BRAC’s organizing principles and the design of its adult education curriculum (Smillie, 2009; BRAC, 1977), BRAC deserted Freirean philosophy to submit to the local power structure and hegemony of the international aid industry. At the dawn of neoliberalism (1980–1995), BRAC adopted microfinance, microfinance literacy and profit-driven development initiatives to capitalize on the struggle of the poor in favour of its organizational growth and sustainability. In the process of evolving into the largest and most business-like NGO in the world (Economist, 2010), BRAC modified and depoliticized Freire’s radical conscientization in its curriculum and development strategy to align itself with the local power structure, the Bangladesh state, and international donors. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43087773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Entangled Histories of Reforms: Scottish Radicalism of Joseph and Allen Octavian Hume and Indian Education 改革的纠缠历史:约瑟夫和艾伦·屋大维·休谟的苏格兰激进主义与印度教育

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.434

P. V. Rao

引用次数: 0

Paulo Freire y el mundo educativo e intelectual jesuita en Chile (1964-1969): una relación colateral 保罗·弗雷尔与智利耶稣会教育和知识界（1964-1969）：附带关系

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.504

C. Madero

引用次数: 0

Las Scuole Leopoldine de Florencia (1778-1976): Enseñanza y Funcionamiento 佛罗伦萨利奥波丁学校（1778-1976）：教学与运作

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.375

Mónica Vázquez Astorga

{"title":"Las Scuole Leopoldine de Florencia (1778-1976): Enseñanza y Funcionamiento","authors":"Mónica Vázquez Astorga","doi":"10.14516/ete.375","DOIUrl":"https://doi.org/10.14516/ete.375","url":null,"abstract":"This work focuses on the study of the four schools for povere zitelle (girls from low-income families) that were founded by Peter Leopold of Habsburg-Lorraine (1747-1792) in Florence between 1778 and 1781, when he was the Grand Duke of Tuscany. They were named Scuole Leopoldine (Leopoldine Schools) after him and were evidence of his reforming policy, as he was one of the emblematic figures of the enlightened reform. The schools were located in each of the four historic quarters of the city: Santa Caterina school (via delle Ruote), the first in opening its doors on 1 June 1778; San Salvadore school (via di Camaldoli), which started functioning on 1780; San Giorgio school (Corso dei Tintori, numbers 36 and 36ª), which was created in the summer of 1780; and San Paolo school (piazza Santa Maria Novella), which opened up on 19 March 1781. This paper is based on consulting the documentary resources on the Scuole Leopoldine held in the Archivio Storico del Comune in Florence. Specifically, the analysis focuses on the training programme implemented by the Grand Duke in these centres, where girls could receive free primary education and train on hand needlework to build a future through a profession (which gave these schools a practical and functional purpose). The transformation of this institution, which remained until 1976, at an organisational and administrative level, is also examined.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45265462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

El Legado Pedagógico de las Mujeres. Conversaciones con Consuelo Flecha sobre la Historia de la Educación Femenina 妇女的教育遗产。与康休埃洛·弗莱查谈论女性教育的历史

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.566

Teresa Rabazas Romero, Sara Ramos Zamora, Miriam Sonlleva Velasco

引用次数: 0

Paulo Freire and Pope Francis on Dialogue: an Anticolonial Interpretation 保罗·弗雷尔与教皇方济各对话：一种反殖民的解读

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Espacio Tiempo y Educacion Pub Date : 2022-06-22 DOI: 10.14516/ete.517

Darren J. Dias

{"title":"Paulo Freire and Pope Francis on Dialogue: an Anticolonial Interpretation","authors":"Darren J. Dias","doi":"10.14516/ete.517","DOIUrl":"https://doi.org/10.14516/ete.517","url":null,"abstract":"This article aims to further the concept of dialogue beyond language exchange that includes a strategic element in anticolonialism. It examines the concept of dialogue found in the thought of two of modern-day Latin America’s most influential thinkers: Paulo Freire and Pope Francis. It argues that in different manners, both authors’ concept of dialogue can be considered anticolonial. The article compares and contrasts Freire’s Pedagogy of the Oppressed with Francis’ recent encyclical Fratelli Tutti. Both texts culminate in a deep and detailed analysis of dialogue. Bringing these two important thinkers into conversation reveals central characteristics of dialogue from a colonized perspective and the importance that dialogue has in anticolonial discourses and practises. The article gives a detailed presentation of each author’s understanding of dialogue before highlighting common and complementary features. It then explores some resonances that Freire and Francis’ approach to dialogue has with anticolonial concerns. Dialogue as an anticolonial practise is for both Freire and Francis rooted in a philosophical and theological anthropology of what is means to be human and what de-humanizing practices look like. The article concludes by suggesting themes such as pluriversality, polycentrism, border-crossing, and critical thinking that are found in Pedagogy of the Oppressed and Fratelli Tutti mark these works as achievements in anti/decolonial thought. ","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46340076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Caracterización histórica y cultural del patrimonio minero como alternativa de desarrollo 矿业遗产作为发展替代方案的历史和文化特征

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Espacio Tiempo y Educacion Pub Date : 2022-01-27 DOI: 10.22320/rte.vi47.5097

Yuri Patricio Espinoza Aguilar, Miguel Yury Mayorga Cárdenas

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Estrategias didácticas para abordar el cambio climatico y sus efectos en la región de Ñuble nuble地区应对气候变化及其影响的教育策略

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Espacio Tiempo y Educacion Pub Date : 2022-01-27 DOI: 10.22320/rte.vi47.4940

Nicole Jara Miranda, Kamilla Jara Miranda

引用次数: 0