Adverbs of Frequency in English
Grammar Lesson
lunes, 9 de septiembre de 2019
jueves, 5 de septiembre de 2019
Paulo Freire
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CONCEPTOS
de PAULO FREIRE
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1.
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CODIFICACIÓN
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Objeto
de conocimiento mediatizado
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2.
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CONCIENTIZACIÓN
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Inserción
crítica en la acción transformadora del mundo
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3.
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DIALOGICIDAD
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Práctica
al servicio de la liberación
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4.
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EDUCACIÓN
BANCARA
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Proceso
en el que se depositan contenidos en el educando.
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5.
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EDUCACIÓN
PARA LA LIBERACIÓN
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Método
de acción transformadora sobre la realidad
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6.
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LIBERACIÓN
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Se
alcanza por medio de la educación
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7.
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OPRESORES
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Instauran
la violencia a través del poder
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8.
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OPRIMIDOS
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Los débiles necesitados de libertad
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9.
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PRAXIS
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Aplicación
de la metodología estudiada
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10.
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PRÁCTICA
DOMESTICADORA
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Relación
de manipulación docente-alumno
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I.
The justification for a pedagogy of the oppressed.
The dichotomy of oppressors and oppressed - and how to move beyond it.
The concrete reality of oppression and the oppressed.
Nobody liberates anybody else, and nobody liberates themselves all alone. People liberate themselves in fellowship with each other.
The dichotomy of oppressors and oppressed - and how to move beyond it.
The concrete reality of oppression and the oppressed.
Nobody liberates anybody else, and nobody liberates themselves all alone. People liberate themselves in fellowship with each other.
II.
The "bank" concept of education as an
instrument of oppression. Its assumptions. Its critiques.
The problematising concept of education and freedom. Its assumptions.
The "bank" concept of education and the dichotomy of educator/educated.
The problematising concept and the overcoming of the educator/educated dichotomy. Nobody educates anybody else. Nobody educates himself. People educate each other through their interactions of the world.
Man as an incomplete being, conscious of his incompleteness, and his eternal quest to BE MORE.
The problematising concept of education and freedom. Its assumptions.
The "bank" concept of education and the dichotomy of educator/educated.
The problematising concept and the overcoming of the educator/educated dichotomy. Nobody educates anybody else. Nobody educates himself. People educate each other through their interactions of the world.
Man as an incomplete being, conscious of his incompleteness, and his eternal quest to BE MORE.
III.
Dialogicity: the essence of education as freedom in
practice.
Dialogicity and dialogue.
The dialogue begins in the search for the programmatic content.
The relationship between man and the world, "generative topics" and the programmatic content of education.
The study of generative topics and its methodology.
The consciousness-raising significance of the study of generative topics.
The stages of such a study.
Dialogicity and dialogue.
The dialogue begins in the search for the programmatic content.
The relationship between man and the world, "generative topics" and the programmatic content of education.
The study of generative topics and its methodology.
The consciousness-raising significance of the study of generative topics.
The stages of such a study.
IV.
Antidialogicity
and dialogicity as opposed theoretical frameworks for cultural action: the
first serves oppression and the second, liberation.
The antidialogical theory of action and its characteristics:
The antidialogical theory of action and its characteristics:
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conquest
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division
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manipulation
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cultural
invasion
The
dialogical theory of action and its characteristics:
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collaboration
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union
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organisation
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cultural
synthesis
The
oppressor uses antidialogicity in a variety of ways to maintain the status quo.
He conquers the oppressed with an invariably unilateral dialogue, converting
the communication process into an act of necrophilia. Some oppressors even use
other ideological instruments to achieve their conquest - like that of
"bread and circus" - so that their conquest will be total.
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