Pedagogy of the Oppressed
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Freire wrote Pedagogy of the Oppressed while in political exile to advocate for critical pedagogy as a means of fighting oppression. He believed that education should empower the oppressed through dialogue, problem-posing, and conscientization rather than treating students as empty vessels to be filled, or "banking" education. Freire focused on Latin American peasants and their ability to make history through participatory action. The book introduces concepts like limit-situations, generative themes, and culture circles as tools for communities to transform their social realities through education.
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Pedagogy of the oppressed
Pedagogy of the oppressed is one of the best books I have read this summer. This is a book review of sorts, though I do not highlight all aspects of the book. I only make reference to chapter 2.
Paulo Freire - Resource Pack
Paulo Freire was a Brazilian educator and philosopher known for his influential work on critical pedagogy. He was born in 1921 in Brazil and worked as a teacher and school director early in his career, developing his theories on liberating education for the oppressed. In 1964, a military coup imprisoned him for 70 days due to his leftist views. He went on to publish influential books like Pedagogy of the Oppressed and Pedagogy of Freedom. Freire worked internationally as an advisor and advocate for education reform focused on empowering marginalized groups until his death in 1997.
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Paulo Freire critiques the "banking concept" of education, where teachers deposit information into passive students. He advocates "problem-posing education" through dialogue where both teachers and students learn together as critical co-investigators. This transforms the teacher-student contradiction by treating students as conscious beings and empowering them to reflect and take action on reality rather than receiving oppressive narratives. The goal is for students and teachers to help each other complete their humanity through fellowship and questioning the structures that create oppression.
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Perennialism
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students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society ...
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review freire plato
This chapter discusses the literacy myth and its history. It questions the common assumptions that literacy leads to greater intelligence, morality and societal development. While literacy was seen as "civilizing" by some, its role is complex. Plato believed writing deteriorated memory and knowledge. Literacy in Sweden occurred due to the Reformation, not economic growth. Freire argued against the "banking model" of education, saying literacy should empower critical thinking about social realities, not just transmit detached content. He advocated for dialogic teaching as a partnership between student and teacher to transform society. The chapter shows literacy has always been political and shaped by religious and social power structures.
Persons involve curriculum
Carl Rogers was an influential American psychologist who founded the humanistic approach to psychology. He developed client-centered therapy which took a non-directive, person-centered approach. Abraham Maslow was an American psychologist known for his hierarchy of needs theory which proposes that people are motivated to fulfill basic physiological needs before moving on to higher psychological needs. John Dewey was an American philosopher and educational reformer who argued that education should be a social and interactive process that allows students to experience and interact with curriculum. Friedrich Fröbel established the concept of kindergarten, recognizing that children have unique needs and capabilities.
Heidegger and nazism
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- His involvement with Nazism remains a controversial subject among philosophers regarding the implications for his philosophy.
Mangione_Freire
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Critical Analysis Essays
How to Write Critical Analysis Essay with Examples. Critical Analysis Essay 101: How to Write a Literary Analysis. Check My Essay: Critical essay examples.
Pgde2012 l5 overview rousseau to dewey
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Post Structuralism (Derrida, Foucault, Jean)
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Capitalist service design is grounded on a theater metaphor that guides service designers to make work invisible, away from customer scrutiny and public accountability. Because of this theater metaphor, service design contributes to hiding the extreme work exploitation that digital service workers undergo, generating a situation in which workers can only reclaim their visibility through striking. If service design wants to contribute to making work visible and recognized, it needs another theater metaphor. This talk presents Theater of the Oppressed as an alternative metaphor and methodology for a critical Service Design practice.
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Oppression is systemic as it is reproduced across social groups, generating complex patterns of domination. By their token, designers reproduce oppression when they try to save the oppressed from oppression through system thinking or any innovative approach. To change systemic oppression, designers may better think and make things with the oppressed, by the oppressed, for the oppressed.
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Tanto designers quanto usuários produzem teorias sobre suas experiências. O problema é que nem sempre essas teorias são reconhecidas como teorias. A pesquisa de experiências coleta teorias dos usuários, triangula com teorias científicas, tentando formar novas teorias da experiência. Projetos de design desenvolvidos a partir de teorias da experiência fortes podem gerar práticas de experiência únicas e memoráveis.
Diseño y la colonialidad del hacer
La colonialidad del hacer se refiere a las relaciones internacionales de producción que sobrevaloran el trabajo intelectual en los países desarrollados y subvaloran el trabajo manual en los países subdesarrollados. Al garantizar esta desigualdad de valor a través de la ideología, la política y las estrategias de mercado, los países desarrollados se diseñan a sí mismos a partir del hacer de los subdesarrollados. La disciplina del diseño desempeña un papel fundamental en el mantenimiento de la colonialidad del hacer, estableciendo jerarquías entre las formas de diseñar la existencia en el mundo. La forma de diseñar de las poblaciones colonizadas se considera mala, incompleta, pintoresca, manual o una forma de hacer sin diseño. La forma de proyectar de las élites coloniales e imperialistas, en contraste, se considera buena, innovadora e intelectual, o un proyecto sin hacer. Esta jerarquía sirve para justificar la división geopolítica entre las naciones que diseñan y las que hacen. La investigación sobre los diseños del Sur y diseños otros ha demostrado que los modos de diseño de los oprimidos no son inferiores, sino que son equialtervalentes a los modos de diseño de los opresores. Esto significa que no necesitan ni deben ser sustituidos en el proceso de descolonización. Basta con que estas formas de proyectar se desarrollen de forma autónoma, desde sus propias matrices culturales, para que manifiesten su potencial liberador. Para ello, es fundamental que haya un proceso democrático de metaestructuración, infraestructuración y hibridación de las formas de diseñar. Propuestas académicas como el Diseño Autónomo, el Diseño Libre y el Diseño Participativo son tan útiles para este fin como propuestas populares como la antropofagia, la gambiarra, el mutirão y la festa. En esta conferencia se presentarán ejemplos de colectivos brasileños que se han apropiado de prácticas de diseño o han reconocido sus prácticas como prácticas de diseño para liberarse de la colonialidad del hacer.
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O documento discute a importância de problematizar a experiência do usuário (ExU) ao invés de simplesmente adotar abordagens estrangeiras. Ele propõe que traduzir UX como ExU reconhece a experiência de outros grupos sociais. Também apresenta a metodologia do Duplo Diamante para problematizar a ExU, começando por uma representação metafórica e definindo perguntas de pesquisa.
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- 1. Pedagogy of the Oppressed Frederick van Amstel @fredvanamstel Service Design and Experience Design DADIN - UTFPR www.fredvanamstel.com Book summary for the Pluriversal Design Book Club
- 2. Freire wrote this book when he was in political exile (1968). Before that, he was in prison for creating a literacy method.
- 3. Freire wrote this book because he believed that education was key to denounce and to fight oppression.
- 4. Third force CSocial force A Social force B historical actions historical reactions Historical-dialectical relationship Marx Hegel
- 5. OPRESSORS historically privileged social group OPPRESSED historically underprivileged social group dehumanizing underestimation prescription excluding negating re-humanizing reacting criticizing resisting liberating Oppression
- 6. man in the process of liberation OPRESSORS historically privileged social group OPPRESSED historically underprivileged social group dehumanizing underestimation prescription excluding negating re-humanizing reacting criticizing resisting liberating Liberation
- 7. TEACHERS owns knowledge STUDENTS owns nothing knowledge deposits content programming lecturing disciplining informing reality receiving listening memorizing repeating accepting reality Banking education
- 8. transformed reality TEACHERS scientific knowledge STUDENTS experiential knowledge theme investigation reflective action dialogue problem-posing conscientization Critical pedagogy theme investigation reflective action dialogue problem-posing conscientization
- 9. COLONIZERS superior culture, developed COLONIZED inferior culture, underdeveloped imposing worldview cultivating values conquering violence authoritarianism house fear obey follow mimic Cultural invasion
- 10. cultural revolution REVOLUTIONARY LEADERS participatory, committed, responsible OPPRESSED PEOPLE engaged, conscious, willing to act together cooperating learning investigating planning Cultural synthesis cooperating learning investigating planning
- 11. Freire focused on Latin American peasants as the oppressed because he believed in their power to make history, like in Cuba.
- 12. Pedagogy of the Oppressed is "[...] a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity." Freire (2005, p.48)
- 13. Culture Circle developed for and by a community to learn and transform their cultural reality.
- 14. Participatory research in the thematic universe to find limit- situations that could be used as a generative theme.
- 15. Decoding a generative theme and finding its inner contradictions.
- 16. 1976 19981973
- 17. Thank you! Frederick van Amstel @fredvanamstel Service Design and Experience Design DADIN - UTFPR www.fredvanamstel.com