A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH How-A Colombian Journal for Teachers of English Pub Date : 2020-01-31 DOI:10.19183/how.27.1.520
Yolanda Samacá Bohórquez
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引用次数: 3

Abstract

This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, conscientizacao, (conscientization) praxis, critical engagement, and transformation. This dialogue, as a critical pedagogy encounter, has allowed me to go through a process of self-criticism or hopefully a self-recognition of understandings, experiences, constructions, co-constructions, and reconstructions of my practices as a language educator. I will address the following evolving choices: On dialogue and critical pedagogy, from language as power to language as possibility, from instrumental to alternative critical pedagogy practices towards more critical understandings and doings of education.
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与保罗·弗莱雷思想的自我对话:一场批判教育学的邂逅
本文发展了一种双声音的自我对话,并提出了保罗·弗莱雷倡导的一些令人信服的批判性教育学理想:反思、对话、尽责、(尽责)实践、批判性参与和转化。这种对话,作为一种批判性的教育学相遇,让我经历了一个自我批评的过程,或者希望是对我作为一名语言教育者的实践的理解、经验、建构、共同建构和重建的自我认识。我将讨论以下不断发展的选择:关于对话和批判性教学法,从语言作为力量到语言作为可能性,从工具性到替代性的批判性教学法实践,到更批判性的理解和教育行为。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
21
审稿时长
16 weeks
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