When students have power Modifying teaching discourse A. Language choice: Students have the opportunity to read, write and speak their own language variety as well as the standard B. Generative content: The curriculum is chosen by students and teachers to address issues they consider important.

Modifying teaching discourse

A. Language choice: Students have the opportunity to read, write and speak their own language variety as well as the standard

B. Generative content: The curriculum is chosen by students and teachers to address issues they consider important.

C. New Knowledge: students and teachers produce knowledge for themselves and others. D. Action: Students and teachers initiate and /or support actions which challenge inequitable power relations in and out of the classrooms.

C. New Knowledge: students and teachers produce knowledge for themselves and others.

D. Action: Students and teachers initiate and /or support actions which challenge inequitable power relations in and out of the classrooms.

1. First class encounters (typical and unauthorized) Empowered arrangement for teachers, in syllabus decision under generical headings. Empowered democracy for students? Collaboration is essential in democracy. Students making decisions over knowledge. (Dewey)

1. First class encounters (typical and unauthorized)

Empowered arrangement for teachers, in syllabus decision under generical headings.

Empowered democracy for students?

Collaboration is essential in democracy. Students making decisions over knowledge. (Dewey)

Against a banking method. Reproducers of rules to control students. Responsability? In undemocratic practices students do assert themselves informally and subversively No developing democratic habits. No real life abilities to be citizens , fiction. Choices are in some way dependant on the economical situation in the world

Against a banking method. Reproducers of rules to control students. Responsability?

In undemocratic practices students do assert themselves informally and subversively

No developing democratic habits. No real life abilities to be citizens , fiction.

Choices are in some way dependant on the economical situation in the world

How do we judge our students based on economic situations they are surrounded they can’t do anything about? Teacher shaping their image against the economic and political situation and who makes decisions over them. Uncomfortability.

How do we judge our students based on economic situations they are surrounded they can’t do anything about?

Teacher shaping their image against the economic and political situation and who makes decisions over them. Uncomfortability.

The siberian syndrome Questions for the first meeting. General information about themselves and their families. Their free time activities and expectations. Why they took the course. Changes they would like to make in their college if they had the chance to do so. Same for their city Questions dealing with the socio-political situation of the country. Questions specifically about the subject matter.

Questions for the first meeting.

General information about themselves and their families. Their free time activities and expectations.

Why they took the course.

Changes they would like to make in their college if they had the chance to do so.

Same for their city

Questions dealing with the socio-political situation of the country.

Questions specifically about the subject matter.

Differences in each class, time and context Approaching the subject to their context and relating together Critical thinking as a literate social performance enabled in an experientially and linguistically meaningful context, enacted in the language students possess, inside a purposeful, negotiated process which encourages them to question the cultural assumptions of society and to imagine alternatives to the status quo.

Differences in each class, time and context

Approaching the subject to their context and relating together

Critical thinking as a literate social performance enabled in an experientially and linguistically meaningful context, enacted in the language students possess, inside a purposeful, negotiated process which encourages them to question the cultural assumptions of society and to imagine alternatives to the status quo.

Restrain the teacher’s didactic voice so as to generate students’ expression as the foundational discourse. Try to discipline ourselves more than discipline the students to follow the teacher’s pre-emptive lecture. Frontloading student discourse and backloading the teachers’ commentaries. Freire: praxis, Dewey: agency of democratic education. Put theory into action. The teachers´authority is dialogical in discourse.

Restrain the teacher’s didactic voice so as to generate students’ expression as the foundational discourse.

Try to discipline ourselves more than discipline the students to follow the teacher’s pre-emptive lecture.

Frontloading student discourse and backloading the teachers’ commentaries. Freire: praxis, Dewey: agency of democratic education. Put theory into action.

The teachers´authority is dialogical in discourse.

LEADING A PEDAGOGY OF QUESTIONS Posing questions more than making comments. Legitimazing authority in a low profile. Not easy to retain discourse. Patience is needed. Provide students the chance to speak can be a change to start with changes and know about them. Priorities and perceptions. Row material for building a syllabus and class discourse. (written or spoken)

Posing questions more than making comments. Legitimazing authority in a low profile. Not easy to retain discourse. Patience is needed.

Provide students the chance to speak can be a change to start with changes and know about them. Priorities and perceptions. Row material for building a syllabus and class discourse. (written or spoken)

Generative topics became the topics of the agenda to be developed in the course. Projects. Committee students. Collaborative work. Teacher leaves students work in their rhythm, excluding teacher´s talk. Construct critical discourse. Developing the course as starting with the students’ previous comments, teacher took notes on them, students felt they were importat. Show respect. Authority to credit their remarks.

Generative topics became the topics of the agenda to be developed in the course. Projects. Committee students. Collaborative work.

Teacher leaves students work in their rhythm, excluding teacher´s talk. Construct critical discourse.

Developing the course as starting with the students’ previous comments, teacher took notes on them, students felt they were importat. Show respect. Authority to credit their remarks.

Collective texts, Big Bigelow (1990) Christensen (1990) collective thought. Stating the subject matter as follows: A. Where does the subject come from? And what do we do with it? How questions could be biased. Authority inmersed. Consequently view on evaluation and grades. ( students mimicking teacher’s point of view for grades). Concretize the questions in single situations.

Collective texts, Big Bigelow (1990) Christensen (1990) collective thought.

Stating the subject matter as follows:

A. Where does the subject come from? And what do we do with it?

How questions could be biased. Authority inmersed. Consequently view on evaluation and grades. ( students mimicking teacher’s point of view for grades).

Concretize the questions in single situations.

Extend and monitor students talk outside the classroom. Different spaces students use Students ask and answer questions to frontload in their idiom. Students challenge the topics, not a memory or mimicking exercise. Following to answer the questions in the order students wanted to. (empowering them) codeveloping.

Extend and monitor students talk outside the classroom. Different spaces students use

Students ask and answer questions to frontload in their idiom.

Students challenge the topics, not a memory or mimicking exercise.

Following to answer the questions in the order students wanted to. (empowering them)

codeveloping.

Advising theoretical reading on the topics already detected by the students in their questions. Influence by teacher´s point of view. (not free from ideologies, no teaching is neutral) Students must show their positions even when they don’t agree with the teachers’ views. That is democracy. Punishment is not there, it rewards public criticisism.

Advising theoretical reading on the topics already detected by the students in their questions. Influence by teacher´s point of view. (not free from ideologies, no teaching is neutral)

Students must show their positions even when they don’t agree with the teachers’ views. That is democracy. Punishment is not there, it rewards public criticisism.

Offering of conceptual handles for studying the subject matter. Stating concrete situations in order to display the concepts to analize them. Negotiating the curriculum (power sharing, shared authority, cogovernance)

Offering of conceptual handles for studying the subject matter.

Stating concrete situations in order to display the concepts to analize them.

Negotiating the curriculum (power sharing, shared authority, cogovernance)

CONCLUSIONS

CONCLUSIONS