保罗-弗莱雷现在和未来的教育家

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Afonso Celso Scocuglia
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引用次数: 0

摘要

本研究报告的前提是,保罗-弗莱雷是现在和未来的教育家。与将弗莱雷局限于过去的研究相反,作者强调了弗莱雷在五个历史时期的思想行动建构,指出了他的思想对 21 世纪的及时性和前瞻性。从弗莱雷的第一部著作(《巴西的教育与现实》[1959 年] 和《作为自由实践的教育》[1965 年])到他生前出版的最后一部著作(《期待教育学:重新认识傲慢教育学》[1992 年] 和《自主教育学》[1996 年]),本研究报告的作者对概念、论点和范式进行了重构,使弗莱雷的思想与时俱进,并继续影响着世界各地的教育工作者和专家。这里的重点是教育与政治之间的不可分割性,以及作为其教育学核心轴心的激进人文主义。对话-交流行动在学习过程中的相关性,以及将学习者的知识作为阐述知识的起点的价值,增强了对自由、自主和民主的选择。弗莱雷提出的问题教学法和研究教学法与信仰教学法和知识沉淀教学法的对立,以及其 他重要建议,仍然具有现实意义和前瞻性。在弗莱雷 50 多年的职业生涯(1947-1997 年)中,这些论文、文章、演讲、课程和作品使他成为当今人文科学领域被引用次数最多的思想家之一,《被压迫者教育学》也成为英文阅读量最高的 100 本书之一。在保罗-弗莱雷诞辰一百周年(2021 年)之后,对他的政治教育学遗产(实践和理论)的引用继续增加,鼓励与其他当代思想家对话,并重申他对当代和未来教育工作者工作的希望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Paulo Freire: An educator of the present and the future

This research note is based on the premise that Paulo Freire is an educator of the present and the future. Contrary to research that has confined him to the past, the author emphasises the construction of Freire’s thought-action in five historical periods, noting the timeliness and foresight of his ideas for the 21st century. From his first books (Educação e atualidade brasileira [1959] and Educação como prática da liberdade [1965]) to the last ones published during his lifetime (Pedagogia da esperança: um reencontro com a Pedagogia do oprimido [1992] and Pedagogia da Autonomia [1996]), the author of this research note discerns reconstructions of concepts, arguments and paradigms that bring Freire up to date and continue to impact educators and specialists around the world. The emphasis, here, is on the inseparability between education and politics and his radical humanism as central axes of his pedagogy. The relevance of dialogic-communicative action in the learning process and the valuing of the learners’ knowledge as the starting point for elaborated knowledge enhance the choice of freedom, autonomy and democracy. Freire’s defence of the pedagogy of the question and research against the pedagogy of belief and the deposit of knowledge, among other crucial proposals, remain current and are forward-looking. These and other theses, articles, speeches, courses and works recorded over 50 years of Freire’s career (1947–1997) justify his inclusion today among the most-cited thinkers in the human sciences, and Pedagogy of the Oppressed among the 100 most-read books in the English language. After the centenary of Paulo Freire’s birth (2021), references to his political-pedagogical legacy (both practical and theoretical) continue to grow, encourage dialogue with other current thinkers and reaffirm his hope for the work of educators of the present and the future.

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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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