Educação, exílio e revolução: o camarada Paulo Freire

Mazza, Débora; Spigolon, Nima Imaculada

doi:10.31892/rbpab2525-426x.2018.v03.n07.p203-220

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…These letters are written from Geneva, one of the contexts of loan (Freire & Faundez, 1985;Mazza & Spigolon, 2018) experienced by Paulo Freire as an expat between 1964, right after the civilmilitary coup d 'état in Brazil, and1980. To Edward Said (2001), we do have a tendency to obscure the terrible violence of exile imposed by human beings on other human beings by romanticizing it.…”

Section: De(s)colonialmentioning

confidence: 99%

Borderless: Global Narratives in Art Education

Shin

Hutzel

2022

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All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher. This anthology crossed many borders in bringing together the research and voices of seven different countries, including five languages. It was no easy feat, and we (Ryan Shin and Karen Hutzel) are thankful to many who were a part of this journey. While we were co-editors of the Journal of Cultural Research in Art Education, the topic of Borderless: Global Narratives in Art Education became the theme of the third and final edition of the journal under our editorship. The idea to connect to countries across the world was Ryan's, and he reached out and engaged the editors of all the journals represented in this book and a few more that did not make it into this book. As this project took hold into a book, our vision was to capture the voices of the journals that also ran issues within this theme into one place in order to best represent and archive a global perspective on art education. In all of this time, we relied on the expertise of our editorial assistant, Elle Pierman, who started as a graduate student at Ohio State and editorial assistant to the journal and finished with us as editorial assistant and contributing editor to the book. Elle's organizational acumen, willingness to learn, incredible editing expertise, graphic design abilities, and general ability to really make it happen through difficulties might be the only reason this book has come to fruition! We can't thank her enough for her commitment to us, to this project, and to the field. Within the timeframe of all of this, she earned the title Elle Pierman, PhD, and we are thrilled to have her as a colleague. As well, we are so thankful to the editors of the contributing journals first for agreeing to produce a journal issue under this theme and second for then agreeing to work with us and their authors to republish journal articles selected as chapters in this book. Their contributions to this task were immense, requiring a lot of back and forth, further editing, coordination of authors, and in some cases, translation into English. Thank you to

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Section: De(s)colonialmentioning

confidence: 99%

Borderless: Global Narratives in Art Education

Shin

Hutzel

2022

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“…No Brasil e na América Latina, as décadas 1960 e 70 são marcadas por acontecimentos políticos, sociais e econômicos golpeados por ditaduras de caráter civil-militar que provocaram rupturas de projetos desenvolvimentistas. Isto alterou, de forma significativa, a realidade de pessoas e países (MAZZA & SPIGOLON, 2018). Após a primeira década do século XXI, no Brasil e na América Latina, as crises neodesenvolvimentistas (BOITO JR. & BERRINGER, 2013) convivem com a ofensiva conservadora das políticas e das reformas neolibe-5 A vida do viajante.…”

Section: Golpes De Estado (1964 E 2016) E Ditaduras No Brasilunclassified

Introdução - Produzindo conhecimento sobre o golpe de 2016

Nora¹,

Claudinei²

2018

O Golpe De 2016 E a Educação No Brasil

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A pedagogia crítica e emancipatória/libertadora de inspiração freireana

Akkari

Mesquida

2020

Rot.

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Este artigo objetiva desenvolver uma análise da contribuição de Paulo Freire para os fundamentos teóricos e práticos da pedagogia crítica. Em primeiro lugar, analisaremos o que, para nós, seriam os conceitos centrais da pedagogia freireana: opressão, conscientização, palavras geradoras, círculo de cultura, diálogo, práxis e emancipação. Em segundo lugar, destacaremos a centralidade do “político” na pedagogia crítica de inspiração freireana, tanto em termos das políticas educacionais quanto no que diz respeito aos processos de aprendizagem. Em terceiro lugar, abordaremos as possibilidades de utilização da abordagem pedagógica de Freire na educação dos refugiados e dos estudantes que se encontram em situação de urgência e de conflitos.

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Educação, exílio e revolução: o camarada Paulo Freire

Cited by 3 publications

References 2 publications

Borderless: Global Narratives in Art Education

Borderless: Global Narratives in Art Education

Introdução - Produzindo conhecimento sobre o golpe de 2016

A pedagogia crítica e emancipatória/libertadora de inspiração freireana

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