O DIÁLOGO INTERCULTURAL ENTRE FREIRE &amp; DEWEY: O SUL E O NORTE NAS MATRIZES (PÓS)-COLONIAIS DAS AMÉRICAS

Guilherme, Manuela

doi:10.1590/es0101-73302018179272

Cited by 2 publications

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“…Byram and Guilherme's approaches differ, from the beginning, in that, Byram's approach to critical awareness in language and culture education may be characterised as pragmatist, of a Deweyan kind, while Guilherme's was inspired by the utopian work of Paulo Freire. Guilherme adopts Freire's sense of utopia, understood as the accomplishment of the " inédito viável " that she translates into the "[viable unknown] the 'not yet' that is still deemed feasible" ( Guilherme 2017a( Guilherme : 431, 2017b( Guilherme , 2018. Not that Byram's and Guilherme's proposals ultimately separate in what concerns their perceptions of active democracy or intercultural dialogue, but that their conceptions of the cultural and the intercultural clearly emanate from different cultural matrices, and therefore intercultural matrices.…”

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confidence: 99%

Glocal Languages and Critical Intercultural Awareness

Guilherme¹,

Souza²

2019

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This volume provides a new perspective on prevailing discourses on translanguaging and multilingualism by looking at 'glocal' languages, local languages which have been successfully 'globalised' and relocalised. Focusing on European languages recreated in Latin America, the book features examples from languages underexplored in the literature, namely Brazilian Portuguese, English and Spanish teaching in Brazilian universities, including Amerindian languages, as a basis for advocating for an approach to language education rooted in critical pedagogy and decolonial perspectives while countering hegemonic theories of globalisation. Being rooted in a discussion of the South, the book offers a fresh voice in current debates on language education that will be of broader interest to students and scholars across disciplines, including language education, multilingualism, cultural studies, and linguistic anthropology.

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Section: Introductionmentioning

confidence: 99%

Glocal Languages and Critical Intercultural Awareness

Guilherme¹,

Souza²

2019

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“…Crucially, however, their approaches to knowledge construction in education differ in that Dewey adopts a pragmatic 'problem solving approach' while Freire concentrates his attention on a resisting 'problem posing approach.' Each of them relies on 'experience' and 'experiment' in very different historical and cultural social contexts, which result from different colonial matrices (Guilherme, 2018).…”

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Critical pedagogy and quality education (UNESCO SDG-4): the legacy of Paulo Freire for language and intercultural communication

Corbett

Guilherme

2021

Language and Intercultural Communication

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September 2021 marks the centenary of the birth of one of the most influential figures in the history and philosophy of education, Paulo Freire . This special issue of LAIC offers a critical analysis of the continuing international impact of his ideas. The editors solicited scholars and educators from around the world to give testimony to the extent to which Freire's work on critical pedagogy has been influential in their contexts and how a Freirean perspective can contribute to the achievement of 'Quality Education,' the United Nations Educational, Scientific and Cultural Organization's Sustainable Development Goal #4 (UNESCO SDG-4). Specifically, contributors were invited to discuss the continuing relevance of Freire's vision to the provision of 'Quality Education' in the field of language and intercultural communication.The celebration of a centenary leads us to honour the past while it recognises the importance of a figure, or an event, in the present and, therefore, its influence in the future. In the present case, we review and appraise the legacy of Paulo Freire. The creative interlinking between past, present and future, that is, between reflection and action, critique and possibility, between conscientização 1 and prática cidadã, 'the practice of citizenship,' represents Freire's beacon for the present and future. Ultimately, Freire's goal is to promote change, defined as a deep social transformation, not by imposing a linear model of progress, say 'quality' in the UNESCO terms, but by offering each community, indeed each individual, the opportunity to discover the distinctive contribution they can make to the overall improvement of the quality of life, be it within, for example, the ethos of buen vivir ('living well') or that of a 'good' society. To this end, Freire focused his attention on the political and dialogical character of education, on the validation of students' heritage and local knowledge, and on the creative and critical role of the teacher. Gadotti (2007), in his preface to the Portuguese version of Freire's Education and Change, considered that among Freire's overall 'generating topics' (temas geradores), that is, concepts that can prompt action and inspire change, the most inspirational and urgent, were precisely conscientização and mudança, in the sense of 'active awareness' and 'social transformation.' Paulo Freire's work has been studied around the world, with different interpretations, and put into practice through multiple adaptations to local cultural circumstances. His intention was precisely to offer an educational vision and examples of practice which could trigger profound change both in educational and in social contexts, anywhere discrimination and oppression were taking place. Though broadly applicable, the social and political environment of his praxis and the historical and cultural inspiration of his theory were profoundly rooted in Brazil and both actively converse with the ideas of the main Brazilian and Latin American educational scholars of his time.Although he often...

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O DIÁLOGO INTERCULTURAL ENTRE FREIRE & DEWEY: O SUL E O NORTE NAS MATRIZES (PÓS)-COLONIAIS DAS AMÉRICAS

Cited by 2 publications

References 5 publications

Glocal Languages and Critical Intercultural Awareness

Glocal Languages and Critical Intercultural Awareness

Critical pedagogy and quality education (UNESCO SDG-4): the legacy of Paulo Freire for language and intercultural communication

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