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Freire-Assignment

Lecture on Freire's ideas for PGCert - UofAuckland
by Fabiana Kubke on 15 June 2010

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Transcript of Freire-Assignment

History Ideas Today "[...] the pedagogy of the oppressed, a pedagogy that must be forged with, not for, the oppressed [...] in the incessant struggle to regain their humanity" Objects vs.
Subjects "The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power." Banking Education The teacher teaches and the students are taught
The teacher knows everything and the students know nothing
The teacher thinks and the students are thought about
The teacher talks and the students listen - meekly
The teacher disciplines and the students are disciplined
The teacher chooses and enforces his choice, and the students comply
The teacher acts and the students have the illusion of acting through the action of the teacher
The teacher chooses the program content, and the students (who were not consulted) adapt to it
The teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students
The teacher is the Subject of the learning process, while the pupils are mere Objects The result is that this excercise "stimulates the credulity of students with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression." AUTHENTIC THINKING:
"Thinking that is concerned about reality does not take place in ivory tower isolation but only through communication."

CO-INTENTIONAL EDUCATION:
"Teachers and students cointent on reality, are both Subjects, not only in the task of unveiling that reality and therefore come to know it critically, but in the task of re-creating that knowledge."

DIALOGUE:
"At the point of encounter there are neither utter ignoramus nor perfect sages; there are only people who are attempting, together, to learn more than they now know."

DIALECTICAL FRAMING
"Neither language nor thought can exist without a structure to which they refer. In order to communicate effectively educator [...] must understand the structural conditions in which the thought and language of the people are dialectically framed."

SITUATIONAL CODING/DECODING:
"Decoding requiers moving from the part to the whole and then returning to the parts; this in turn requires that the Subject recognize himself in the object and recognize the object as a situation in which he finds himself. This leads to the supersedence of the abstraction by the critical perception of the concrete, which has already ceased to be a dense, impenetrable reality."

ACTIVE ENGAGEMENT:
"The more acrive an attitude men and women take in regard to the exploration of their thematics, the more they deepen their critical awarenss of reality and, in spelling out those thematics, take possession of that reality." [...] it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables people to overcome their false perception of reality. The world [...] becomes the object of that transforming action by men and women which results in their humanization Cultural invasion vs. Education Passivity vs.
Act and reflect upon the reality
to be transformed Content delivery vs.
Social construct Predetermined structure vs.
Creativity and innovation Promote a more democratic relationship between students and teachers

Eliminate the idea that classrooms are places for discipline and control
Increase the freedom of choice regarding how learning occurs
Invite learners to contribute to the curriculum
Allow (promote) student-generated content
Produce knowledge that is aligned with the community's needs


Have clear and common goals:

Establish (together) the goals at the onset, make the purpose clear in a way that allows students to participate within well-established rules
Make the rules for assessment clear and purpuseful
Get to know your students, their cultural space

Promote constructive assessment

Assessment should not be part of a reward/punishment cycle
Assessment should be part of the learning process
Assessment should build confidence, not belittle the student

Promote critical pedagogy

Emphasise this is not a synonym with student- centred learning
Create a shift from 'in-formative' teaching to 'formative' teaching
Invite learners to analyse their own experience within the context of the material and in dialogue with other students and the teacher
Create spaces for 'unsupervised' discussion "The precondition to establish a democratic dialogue between teacher and student is the openness of teachers to see the student as an equal, as a colleague working on the same project, which is education, with the intention of producing knowledge which can be translated into new interpretations, applications or formats, analysed in new cominatory associations, comparisons and possibilities." - Elaine Rocha University Students Community Global Society Job market Tool use vs.
Tool functionality Problem posing education as a humanist and liberating praxis Quotes from:
Paulo Freire, Pedagogy of the oppressed (Harmondsworth Middlesex: Penguin, 1985),
E. P Rocha, “The applicability of Paulo Freire’s method to tertiary education in the Caribbean.,” Continuum (2006): 29–34.
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