Paulo Freire’s ideas as an alternative to higher education neo-liberal reforms in Latin America

Espinoza, Óscar

doi:10.1080/03057240.2017.1363601

Cited by 16 publications

(16 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Paulo Freire pode ser lido como um autor defensor da liberdade (Espinoza, 2017), pois, no fim da década de 1960, concretamente no ano de 1967, escreveu a obra intitulada Educação como prática da liberdade, durante o exílio no Chile. Esta obra fez com que Freire fosse reconhecido no Chile e internacionalmente como um dos intelectuais brasileiros mais importantes de século XX, à frente de seu tempo (Gadotti, 2017).…”

Section: Obra De Paulo Freireunclassified

Eduación Emancipatoria desde la perspectiva de Paulo Freire

Bassiano

Lima

2018

Rev. pedagog. univ. didact. derecho

View full text Add to dashboard Cite

Este artículo trata acerca de la perspectiva educativa y emancipatoria de Paulo Freire, teniendo como objetivo: comprender cuál es el debate en el proceso pedagógico. Se refiere a la Educación como Práctica de Libertad y a la Pedagogía del Oprimido. Para el desarrollo del estudio, se utilizó la metodología bibliográfica. La investigación reescribe la filosofía de la educación revolucionaria de Paulo Freire, que puede sacar al educando de la situación de pasividad relacionada a la lectura del mundo, siempre que el educador promueva un diálogo horizontal con amor, humildad, fe, confianza y acepte construir el conocimiento con los educandos, emancipándolos y haciendo que pasen de una conciencia ingenua a una conciencia crítica. Por eso, es fundamental que los profesores sean capacitados en el uso correcto de este método libertador.

show abstract

Section: Obra De Paulo Freireunclassified

Eduación Emancipatoria desde la perspectiva de Paulo Freire

Bassiano

Lima

2018

Rev. pedagog. univ. didact. derecho

View full text Add to dashboard Cite

show abstract

“…One factor which has been influential in the massification process in Colombian HE is the initiation of a series of neoliberal educational reforms in the 1980s and 1990s (Edwards & Steiner, 2008). These have seen education in Colombia become increasingly subject to the influence of market trends and human capital discourse (Castillo, 2013;Espinoza, 2017;Peralta & Pacheco, 2014), and have contributed to the increase in student loans such as those offered by ICETEX (Ferreyra et al, 2017;González-Velosa et al, 2015). Such loans schemes are underpinned by the neoliberal logic of fiscal responsibility, which has also taken hold in the United States (Giroux, 2002).…”

Section: Current Trends In He In Colombia and Social Justice Implicationsmentioning

confidence: 99%

“…However, an inordinate emphasis on the instrumental value of HE neglects the important role it can play in forging a lasting peace in Colombia. Indeed, the government's promotion of subjects in the fields of business, industry, and technology comes at the expense of those which emphasize reflection and personal growth (Espinoza, 2017;Galindo et al, 2015;The World Bank, 2012). In these fields, which focus on the transmission of knowledge and training, education bears many similarities to the banking concept of education as reality is not posed as a problem to be solved (Freire, 1972).…”

Section: Current Trends In He In Colombia and Social Justice Implicationsmentioning

confidence: 99%

A Case of Capability Expansion or Capability Reduction? An Exploration of Loan Recipients’ Views of ICETEX: Colombia’s Higher Education Student Loans Institute

Mackenzie

2020

Journal of Hispanic Higher Education

View full text Add to dashboard Cite

A government-established student loans institute known as Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior (ICETEX) has been instrumental in improving access to higher education in Colombia. This article uses the capability approach to analyze the ways in which ICETEX has contributed to loan recipients’ well-being and identify which capabilities loan recipients have reason to value. Evidence from qualitative interviews with eight participants reveals that, due to an intersecting set of conversion factors and capabilities, ICETEX both enables and constrains participants’ capabilities.

show abstract

“…Nesse estado em que as regras lhe são ditadas, o homem vive sob a opressão, a dependência e a marginalização (Borges, Alcântara, 2018;Caraccioli,2018;Serna, 2016;Espinoza, 2017;Fernández-Aballí, Altamirano, 2016;Gadotti, 2017). Não possui liberdade, dependem do opressor, e se situam perifericamente -na realidade física, mas também histórica, social, cultural e econômica (Freire, 1979:31-39).…”

Section: O Discurso Pedagógico E éTico-crítico De Paulo Freireunclassified

Interações entre a psicopedagogia, a filosofia e a teoria crítica do direito: A busca de um novo critério de validade discursiva em Paulo Freire

Krubniki

2018

Rev. pedagog. univ. didact. derecho

View full text Add to dashboard Cite

RESUMO O presente artigo tem por objetivo analisar determinadas correntes teóricas da psicopedagogia do século XX e sua inserção nos paradigmas filosóficos vivente e da linguagem, demonstrando em que medida elas se inserem ou divergem em relação aos mesmos. Em um primeiro momento, são traçadas considerações acerca do surgimento de novos paradigmas filosóficos no século XX (o paradigma da linguagem e o paradigma vivente). Após, analisam-se algumas correntes teóricas elaboradas no campo da psicopedagogia (são analisadas as posições de Jean Piaget, Lev. S. Vygotsky e Paulo Freire), traçando a relação que essas teorias possuem com os paradigmas filosóficos. Por fim, a partir de uma análise que confere ênfase às ideias de Paulo Freire, busca-se demonstrar a possibilidade de criação de um discurso contra-hegemônico no campo jurídico, perquirindo os reflexos que a aplicação dessa teoria acarreta na teoria crítica do direito. PALAVRAS-CHAVE Paradigmas filosóficos, psicopedagogia, educação, libertação, dissenso.ABSTRACT This article aims to analyze certains theoretical lines of reasoning experienced by the psychopedagogy in the 20th century and it's insertion on both the so-called living and language' philosophical paradigms, in order to demonstrate on what extent they aligne or diverge in relation to these paradigms. In a first moment, the article proposes considerations on the emergence of the new philosophical paradigms of the 20th century (the language paradigm and the living paradigm). Then it analyzes some of the theoretical lines of reasoning proposed in the psychopedagogy field (it analyzes the thoughts of Jean Piaget, Lev S. Vygotsky and Paulo Freire), in order to demonstrate how these these theories relate with the philosophical paradigms. At last, the research focus

show abstract

Paulo Freire’s ideas as an alternative to higher education neo-liberal reforms in Latin America

Cited by 16 publications

References 19 publications

Eduación Emancipatoria desde la perspectiva de Paulo Freire

Eduación Emancipatoria desde la perspectiva de Paulo Freire

A Case of Capability Expansion or Capability Reduction? An Exploration of Loan Recipients’ Views of ICETEX: Colombia’s Higher Education Student Loans Institute

Interações entre a psicopedagogia, a filosofia e a teoria crítica do direito: A busca de um novo critério de validade discursiva em Paulo Freire

Contact Info

Product

Resources

About