Considering the Role of the Teacher: Buber, Freire and Gur-Ze’ev

Abstract

-Considering the Role of the Teacher: Buber, Freire and GurZe'ev. This article considers three different concepts of the role of the teacher. Buber understands the teacher as the builder-teacher of a dialogical community playing a fundamental role in the character formation of individuals. Freire develops this notion, adding a political tinge, and argues for a political-teacher who plays a central role in the formation of critical individuals and in the liberation of the oppressed. Gur-Ze'ev is critical of Freire and defends the improviser-teacher, who is always critical and encourages criticisms, but without reference to utopias. The article compares and assesses critically these concepts of the role of the teacher; and indicates the implications of adopting them, not only for education, but also for society more generally. Keywords: Buber. Freire. Gur-Ze'ev. Teacher. RESUMO -Refletindo sobre o Papel do Professor: Buber, Freire e Gur-Ze'ev.Três conceitos distintos relacionados ao papel do professor são considerados neste artigo. Buber compreende o docente como professor-construtor de uma comunidade dialógica que desempenha um papel fundamental na formação do caráter dos indivíduos. Freire desenvolve essa noção, acrescentando um matiz político, e defende um professor-político que desempenha um papel central na formação de indivíduos críticos e na libertação dos oprimidos. Gur-Ze'ev é crítico de Freire e defende o professor-improvisador, que exercita e incentiva a criticidade sempre, mas sem referência a utopias. O artigo compara e avalia criticamente estes conceitos relacionados ao papel do professor e indica as implicações de adotá-los não apenas para a educação, mas também para a sociedade em geral. Palavras-chave: Buber. Freire. Gur-Ze'ev. Professor.

Learning democracy in a new society

“…The dialogical educator, on the contrary, directs his/her actions towards an "updating of the forces" of the individual: he believes "that the right and the true is laid in every person in a unique and uniquely individual manner; no other way can be imposed over a human being" (Buber, 1979a(Buber, /[1954, p. 289). Guilherme & Morgan (2018) describe a teacher as a builder of community "who prepares the ideological framework, while the members of the group receive the idea that binds them as a community" and who helps the learners to "enter into the dynamics of I-Thou relations with each other" (p. 787). This practice is "fundamental for understanding the importance, the ethical weight, of being a moral being" (ibid.).…”

3. Student Complaints: Performative or Passionate Utterances?

“…This is the Critical Pedagogy that is connected to the first phase of the Frankfurt School and seeks to implement a utopia, such as Freire's vision of the liberation of an enlightened, oppressed poor (Freire 1970: 48-49); McLaren's through a socialist democracy (McLaren 1998: 458); Giroux's through a democracy of differences (Giroux 1991: 60) (cf. Yaakoby 2012Guilherme and Morgan 2018). Gur-Ze'ev seeks to distance himself from this critical pedagogy.…”