Pub Date : 2024-05-14DOI: 10.59306/poiesis.v18e3320248-27
Anna Cecília Freitas, Adriana Eufrásio Braga
This qualitative and bibliographic research aims to establish parameters of confluence between the Paulo Freire Method, applied in the municipality of Angicos (RN), and Peace Education, highlighting the Freirean legacy for the construction of a Culture of Peace through literacy and literacy education. This study is based on the concepts of Culture of Peace and Peace Education (GALTUNG, 1969; JARES, 2002; RABBANI, 2003), literacy and literacy education (SOARES, 2004), as well as the analyses of Morais (2019) and Santos et.al. (2020) regarding the National Literacy Policy of 2019. The results highlight the antidemocratic nature of the policy and the consistency of the Freirean method with the assumptions of Peace Education: a dialogical approach, of a political nature, focusing on ideals of democracy, human rights, and social justice, which are essential for a Culture of Peace.
{"title":"60 ANOS DE ANGICOS (RN) E O LEGADO DE PAULO FREIRE","authors":"Anna Cecília Freitas, Adriana Eufrásio Braga","doi":"10.59306/poiesis.v18e3320248-27","DOIUrl":"https://doi.org/10.59306/poiesis.v18e3320248-27","url":null,"abstract":"This qualitative and bibliographic research aims to establish parameters of confluence between the Paulo Freire Method, applied in the municipality of Angicos (RN), and Peace Education, highlighting the Freirean legacy for the construction of a Culture of Peace through literacy and literacy education. This study is based on the concepts of Culture of Peace and Peace Education (GALTUNG, 1969; JARES, 2002; RABBANI, 2003), literacy and literacy education (SOARES, 2004), as well as the analyses of Morais (2019) and Santos et.al. (2020) regarding the National Literacy Policy of 2019. The results highlight the antidemocratic nature of the policy and the consistency of the Freirean method with the assumptions of Peace Education: a dialogical approach, of a political nature, focusing on ideals of democracy, human rights, and social justice, which are essential for a Culture of Peace.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 84","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.59306/poiesis.v18e33202465-84
Marisângela Nandi Veronez, Aline Madalena Martins, Maria Sirlene Pereira Schlickmann
This article aims to develop a reflection on aspects of the development of written language as a cultural instrument produced by humanity, and its appropriation, We defend the necessity for children to appropriate the knowledge historically produced by society to become humanized and subjects of their own history. It is a bibliographical research, grounded in a historical-dialectical materialism approach and based on cultural-historical theory. The research is supported by the studies of Vygotsky, Luria, Leontiev, and Fisher.The results indicate that, throughout history, the access to writing has been the privilege of a minority and education still takes on the form of traditional logic in the school environment, characterizing as an instrument of domination and alienation. It is concluded that access to autonomous writing is one of the basic requirements so that individuals humanize themselves, leave the "cave," and achieve effective social belonging. And that the development of writing in/by the child should be taught as social practices, in real situations of language use, as constitutive acts of consciousness. To overcome traditional logic, it is important for teachers to understand how children learn, based on a theoretical-methodological foundation that promotes the development of autonomy and the fullest human potential.
{"title":"EL DESARROLLO DE LA ESCRITURA EN LOS NIÑOS: DE LAS CUEVAS A LA INSTITUCIÓN ESCOLAR","authors":"Marisângela Nandi Veronez, Aline Madalena Martins, Maria Sirlene Pereira Schlickmann","doi":"10.59306/poiesis.v18e33202465-84","DOIUrl":"https://doi.org/10.59306/poiesis.v18e33202465-84","url":null,"abstract":"This article aims to develop a reflection on aspects of the development of written language as a cultural instrument produced by humanity, and its appropriation, We defend the necessity for children to appropriate the knowledge historically produced by society to become humanized and subjects of their own history. It is a bibliographical research, grounded in a historical-dialectical materialism approach and based on cultural-historical theory. The research is supported by the studies of Vygotsky, Luria, Leontiev, and Fisher.The results indicate that, throughout history, the access to writing has been the privilege of a minority and education still takes on the form of traditional logic in the school environment, characterizing as an instrument of domination and alienation. It is concluded that access to autonomous writing is one of the basic requirements so that individuals humanize themselves, leave the \"cave,\" and achieve effective social belonging. And that the development of writing in/by the child should be taught as social practices, in real situations of language use, as constitutive acts of consciousness. To overcome traditional logic, it is important for teachers to understand how children learn, based on a theoretical-methodological foundation that promotes the development of autonomy and the fullest human potential.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.59306/poiesis.v18e33202443-64
Gilsélia Macedo Cardoso Freitas, Maria Eurácia Barreto de Andrade, Severino Bezerra da Silva
ABSTRACT This article aims to reflect on the literacy process based on Paulo Freire's epistemological perspective and his political-emancipatory method, as well as contextualizing the Paulo Freire “method” according to the proposal made with students in training and their illiterate or poorly educated family members, experienced as a reinterpretation of the forty hours in Angicos. The theoretical support used is based, especially, on the contributions of Paulo Freire, Brandão, Lyra, among others. In the methodological scope, this is a qualitative participant-type research, with data production through observation, recording in a field diary, and analysis of documents (reports). The results point to Paulo Freire's valuable literacy method and how it proves to be current, constituting the basis of the literacy process of the working class. Furthermore, the data reveals the importance of Paulo Freire's legacy and the need for its constant reinvention, as proposed by the author himself.
{"title":"MÉTODO DE ALFABETIZAÇÃO EM PAULO FREIRE NO ESTÁGIO DE EDUCAÇÃO DE JOVENS, ADULTOS E IDOSOS","authors":"Gilsélia Macedo Cardoso Freitas, Maria Eurácia Barreto de Andrade, Severino Bezerra da Silva","doi":"10.59306/poiesis.v18e33202443-64","DOIUrl":"https://doi.org/10.59306/poiesis.v18e33202443-64","url":null,"abstract":"ABSTRACT \u0000This article aims to reflect on the literacy process based on Paulo Freire's epistemological perspective and his political-emancipatory method, as well as contextualizing the Paulo Freire “method” according to the proposal made with students in training and their illiterate or poorly educated family members, experienced as a reinterpretation of the forty hours in Angicos. The theoretical support used is based, especially, on the contributions of Paulo Freire, Brandão, Lyra, among others. In the methodological scope, this is a qualitative participant-type research, with data production through observation, recording in a field diary, and analysis of documents (reports). The results point to Paulo Freire's valuable literacy method and how it proves to be current, constituting the basis of the literacy process of the working class. Furthermore, the data reveals the importance of Paulo Freire's legacy and the need for its constant reinvention, as proposed by the author himself.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 65","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.59306/poiesis.v18e33202428-42
R. Gasparelo, Marta Rosani Taraz Vaz
Understanding that literacy must be significant, relevant and happen as a process that is inseparable from the social construction of reading and writing practices, in this article, we aim to answer: what are P. Freire's main considerations about literacy and the relationship between literacy and reading the world? We aim to present the main ideas of emancipatory literacy, from the Freirean perspective. This is a theoretical and documental study, considering writings by P. Freire and scholars of his thought on literacy and documents available in the Paulo Freire collection of the Instituto and Memorial Paulo Freire. It is concluded that P. Freire's pedagogy drives us to understand that language and reality are dynamically linked. Reading and writing, texts, words, letters, cannot mean a break with the “reading” of the world.
本文旨在回答：弗莱雷（P. Freire）关于扫盲以及扫盲与阅读世界之间关系的主要观点是什么？我们旨在从弗莱雷的视角出发，介绍解放式扫盲的主要思想。这是一项理论和文献研究，考虑了 P. Freire 和研究其扫盲思想的学者的著作，以及保罗-弗莱雷学院和纪念保罗-弗莱雷的保罗-弗莱雷文献集中的文献。结论是，弗莱雷的教学法促使我们认识到，语言与现实是动态联系的。读和写、文本、词语、字母并不意味着与世界的 "阅读 "决裂。
{"title":"LETRAMENTO E LEITURA DE MUNDO: CONSIDERAÇÕES DE PAULO FREIRE SOBRE A ALFABETIZAÇÃO","authors":"R. Gasparelo, Marta Rosani Taraz Vaz","doi":"10.59306/poiesis.v18e33202428-42","DOIUrl":"https://doi.org/10.59306/poiesis.v18e33202428-42","url":null,"abstract":"Understanding that literacy must be significant, relevant and happen as a process that is inseparable from the social construction of reading and writing practices, in this article, we aim to answer: what are P. Freire's main considerations about literacy and the relationship between literacy and reading the world? We aim to present the main ideas of emancipatory literacy, from the Freirean perspective. This is a theoretical and documental study, considering writings by P. Freire and scholars of his thought on literacy and documents available in the Paulo Freire collection of the Instituto and Memorial Paulo Freire. It is concluded that P. Freire's pedagogy drives us to understand that language and reality are dynamically linked. Reading and writing, texts, words, letters, cannot mean a break with the “reading” of the world.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-25DOI: 10.59306/poiesis.v17e3220237-27
Vanessa Freitag de Araújo, Lucas Men Benatti, Beatriz Perdigão Ganassin
This is a bibliographical and documentary analysis research, seeking, in references, the authors' perspectives on teaching to read and write and literacy, especially in the early years of Elementary School. This article aims to analyze the concepts of teaching to read and write and literacy present in works by renowned authors in brazilian academic production about national literacy and to identify in which methodological sphere each author is found, in addition to analyzing documents such as the National Common Curricular Base (BNCC, in portuguese) and the National Literacy Policy (PNA, in portuguese), in order to observe what they name as literacy methodology. During the analysis, it was possible to perceive that they do not refer to methodologies to become literate, they only guide, in some aspects, literacy. It was possible to perceive that the authors selected as a research source consider different methodologies, however most of them are preferable to the analytical method.
{"title":"TEACHING TO READ AND WRITE AND LITERACY:","authors":"Vanessa Freitag de Araújo, Lucas Men Benatti, Beatriz Perdigão Ganassin","doi":"10.59306/poiesis.v17e3220237-27","DOIUrl":"https://doi.org/10.59306/poiesis.v17e3220237-27","url":null,"abstract":"This is a bibliographical and documentary analysis research, seeking, in references, the authors' perspectives on teaching to read and write and literacy, especially in the early years of Elementary School. This article aims to analyze the concepts of teaching to read and write and literacy present in works by renowned authors in brazilian academic production about national literacy and to identify in which methodological sphere each author is found, in addition to analyzing documents such as the National Common Curricular Base (BNCC, in portuguese) and the National Literacy Policy (PNA, in portuguese), in order to observe what they name as literacy methodology. During the analysis, it was possible to perceive that they do not refer to methodologies to become literate, they only guide, in some aspects, literacy. It was possible to perceive that the authors selected as a research source consider different methodologies, however most of them are preferable to the analytical method.","PeriodicalId":518523,"journal":{"name":"Poiésis - Revista do Programa de Pós-Graduação em Educação","volume":"48 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140530338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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