Abstract:Nas duas úl ti mas dé ca das, os es tu dos his tó ri cos vol ta dos para o exa me da na tu re za do re gi me ci vil-mi li tar bra si le i ro ex pe ri men ta ram um enor me impul so. Por cer to, não fal tam ra zões para ex pli car esse ver da de i ro boom que, eviden te men te, não é um fe nô me no que diz res pe i to ape nas ao Bra sil. Bas ta con sultar a pro gra ma ção dos inú me ros con gres sos in ter na ci o na is que tra tam de te máti cas con tem po râ ne as para se ve ri fi car a am pla pre sen ça de t… Show more
“…Paulo Freire's method, as a theoretical and methodological resource in research, consists of three dialectic phases: thematic investigation , when the educators/entertainers discover, in the students' vocabulary universe, the generative words and thematic contents of real life; theming , when the themes are coded and decoded through the dialogue, the symbols gain social meaning, the participants gain awareness of the world experienced:and problematisation, a phase with a process of action–reflection–action, where the participants in the Culture Circle attempt to overcome the first magical view through a critical and social view, acknowledging the limits and possibilities to transform the context experienced (Freire, 2008, 2011). In this study, the health education model proposed by Monteiro and Vieira (2008) was used, adapted from Paulo Freire's Culture Circles, as displayed in Figure 1.Figure 1 Phases of Paulo Freire's method proposed by Monteiro and Vieira (2008) and applied in this study.
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Section: Methodsmentioning
confidence: 99%
“…The statements, conversations, phrases, interviews, discussions, within or beyond the circle, everything is loaded with themes from the community, its topics, its life (Freire, 2011). Hence, the choice to develop a Culture Circle aims to trigger a participatory experience of knowledge construction, with emphasis on dialogue and experience exchange, which is capable of provoking individual and collective reflections with a view to gaining critical awareness and active postures towards the experience (Heidemann, & Almeida, 2011; Monteiro & Vieira, 2010).…”
Section: Methodsmentioning
confidence: 99%
“…Organised in the form of circles, the individuals meet in an educational process that is aimed at investigating themes of interest to the group. The key elements guiding this process are dialogue and problematisation when the students are invited to confront the situations experienced in their daily life with a view to further critical feedback (Brandão, 2005; Freire, 2008, 2011). …”
An action research based on Paulo Freire's Culture Circles was developed to implement a health education intervention involving adolescents, in collective knowledge construction about strategies for the prevention of violence. The data collection in the Culture Circles involved 11 adolescents and included observation and field diary, photographic records and recording. The educational action aroused a critical socio-political and cultural position in the adolescents towards the situations of vulnerability to violence, including the guarantee of human rights, justice and the combat of inequities; changes in the social relations, combat against discrimination and intolerance; expansion of access and reorientation of health services through intersectoral public policies. The intervention empowered the group of adolescents for the prevention of violence and permitted the inclusion of health professionals in the school context, from an interdisciplinary perspective, contributing to the establishment of social support and protection networks.
“…Paulo Freire's method, as a theoretical and methodological resource in research, consists of three dialectic phases: thematic investigation , when the educators/entertainers discover, in the students' vocabulary universe, the generative words and thematic contents of real life; theming , when the themes are coded and decoded through the dialogue, the symbols gain social meaning, the participants gain awareness of the world experienced:and problematisation, a phase with a process of action–reflection–action, where the participants in the Culture Circle attempt to overcome the first magical view through a critical and social view, acknowledging the limits and possibilities to transform the context experienced (Freire, 2008, 2011). In this study, the health education model proposed by Monteiro and Vieira (2008) was used, adapted from Paulo Freire's Culture Circles, as displayed in Figure 1.Figure 1 Phases of Paulo Freire's method proposed by Monteiro and Vieira (2008) and applied in this study.
…”
Section: Methodsmentioning
confidence: 99%
“…The statements, conversations, phrases, interviews, discussions, within or beyond the circle, everything is loaded with themes from the community, its topics, its life (Freire, 2011). Hence, the choice to develop a Culture Circle aims to trigger a participatory experience of knowledge construction, with emphasis on dialogue and experience exchange, which is capable of provoking individual and collective reflections with a view to gaining critical awareness and active postures towards the experience (Heidemann, & Almeida, 2011; Monteiro & Vieira, 2010).…”
Section: Methodsmentioning
confidence: 99%
“…Organised in the form of circles, the individuals meet in an educational process that is aimed at investigating themes of interest to the group. The key elements guiding this process are dialogue and problematisation when the students are invited to confront the situations experienced in their daily life with a view to further critical feedback (Brandão, 2005; Freire, 2008, 2011). …”
An action research based on Paulo Freire's Culture Circles was developed to implement a health education intervention involving adolescents, in collective knowledge construction about strategies for the prevention of violence. The data collection in the Culture Circles involved 11 adolescents and included observation and field diary, photographic records and recording. The educational action aroused a critical socio-political and cultural position in the adolescents towards the situations of vulnerability to violence, including the guarantee of human rights, justice and the combat of inequities; changes in the social relations, combat against discrimination and intolerance; expansion of access and reorientation of health services through intersectoral public policies. The intervention empowered the group of adolescents for the prevention of violence and permitted the inclusion of health professionals in the school context, from an interdisciplinary perspective, contributing to the establishment of social support and protection networks.
“…Nessa descrição do espaço escolar, observa-se a falta de atenção a pormenores de um espaço que deve ser pensado, construído e mantido para um contexto em que se requer o exercício da curiosidade epistemológica (FREIRE, 2013). É oferecendo um ambiente realmente limpo, decorado, silencioso, com materiais didáticos que possam ser usados e consultados por professores e alunos que a escola deixa claro que aquele espaço deve ser respeitado e, por consequência, a direção, funcionários e professores podem cobrar esse respeito por parte dos alunos.…”
Este artigo aborda a esperança em estudantes de escola pública do Ensino Fundamental Anos Finais, caracterizada como sentimento que se firma na realidade vivida, capaz de mover o indivíduo a buscar possibilidades que o levam a lutar para mudar uma situação que incomoda (FREIRE, 2018). Procurou-se investigar se a escola contribui para a manutenção desse sentimento, uma vez que a realidade social dos estudantes apresenta fatores que os levam a experimentar o sentimento inverso. A coleta de dados foi feita mediante a realização de grupos focais que proporcionaram o diálogo entre estudantes que expressaram o sentimento de esperança por meio de crenças, projetos, experiências e relatos. A análise dos dados apontou que a escola representa a base de formação para um futuro sólido, além de lugar de acolhimento que se contrapõe à violência. Entretanto os estudantes revelaram percepção crítica sobre condições culturais que provocam o abandono e mencionaram a bagunça, o vandalismo e as brigas como elementos que descaracterizam a esperança que o espaço escolar deveria promover. Uma observação relevante é a visão que os estudantes têm de uma escola de periferia que se distingue de outras e o modo menos ou mais esperançoso como enfrentam essa percepção. Ao final, apresenta-se a discussão sobre a necessidade de uma educação com vistas à esperança, contrária a uma postura imobilizante dos atores envolvidos no processo ensino-aprendizagem e promotora do diálogo entre professores e alunos que, juntos, analisam a situação real vivida pelos educandos para que, identificados os desafios, busquem soluções para transformá-la.
“…O corpo na pós modernidade vem sendo ressignificado de acordo com a cultura e valores (pré) estabelecidos socialmente. Os padrões de beleza também vêm se transformando com o passar dos tempos, assim, amparados no que nos diz Freire (1979)…”
A cultura da corpolatria na pós modernidade e o deficiente físico: uma reflexão acerca dessa lógica bináriaThe culture of corpolatry in post modernity and the physical handicap: a reflection on this binary logic La cultura de la corolatría en la posmodernidad y el deficiente físico: una reflexión acerca de esa lógica binaria RESUMO O presente ensaio tem como foco temático analisar como o corpo é realçado na pós modernidade, através da corpolatria, e como o corpo do deficiente físico é desvalorizado ou não evidenciado neste contexto. Tem como objetivo discutir como a corpolatria é fortemente influenciada e ditada pela mídia, exacerbando o narcisismo e colocando a forma física bela e referencial em evidência. Reflete acerca da lógica binária entre o culto ao corpo e as pessoas com deficiência física que se encontram fora dos padrões do corpo perfeito ou referencial, preestabelecido pela sociedade. Discute como os estereótipos são criados culturalmente e como eles influenciam de forma negativa ou pejorativa nas minorias sociais. Faremos a teorização dos problemas enfrentados por esta minoria social, tendo como base os teóricos dos estudos culturais. Por fim, evidencia como o corpo se torna um importante objeto que apresenta ou representa os indivíduos nas relações sociais a partir do outro.
ABSTRACTThe present essay focuses on how the body is emphasized in postmodernity through colorpolatry, and how the body of the physically handicapped is devalued or not evidenced in this context. Its purpose is to discuss how colorpollation is strongly influenced and dictated by the media, exacerbating narcissism and placing the beautiful and referential physical form in evidence. It reflects on the binary logic between body worship and people with physical http://dx.
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