L'Actualitat del concepte d'educació i política de Paulo ... - Recercat

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Pedagogies of Dissent for the New Millenium, Westview Press, 1997; Counternarratives,(with Henry Giroux, Colin Lankshear and Mike Peters, Routledge, 1997), and Critical Pedagogy and Predatory Culture, Routledge, 1995. He is also author of Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (Allyn & Bacon) which is now in its fifth edition (2006). From 1986 -1996, Professor McLaren co-edited a publication series, "Teacher Education and School Reform" for the State University of New York Press (with Henry Giroux) and he also co-edited for Westview Press the series "The Edge: Critical Studies in Educational Theory" (with Joe Kincheloe and Shirley Steinberg) from 1996-1998. He also serves on the editorial boards of Canadian, U.S., Latin American and European journals. Professor McLaren is an Associate of Massey College, Canada, and a Fellow of the Royal Society of Arts and Commerce, England. He is also has served as a member of the Board of Trustees of the Latino Museum of History, Art, and Culture in downtown Los Angeles. Professor McLaren has presented distinguished lectures at a number of North American, European and Latin American universities and continues to speak and write from a transdisciplinary perspective in four areas for which he has become wellknown internationally: critical pedagogy, multicultural education, critical ethnography, and critical theory. He lectures regularly throughout Latin America and Europe. His works (articles, chapters, and or books) have been translated (or are being currently translated) into Russian, Zulu, Hindi, Spanish, Greek, Slovenian, Portuguese, Catalan, Chinese, Korean, Turkish, Arabic, Japanese, Finnish, German, Polish, Urdu, Hebrew, Italian, Farsi, and French. McLaren's book, "Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education" (Allyn & Bacon), has been named one of the 12 most significant writings by foreign authors in the field of educational theory, policy and practice by the Moscow School of Social and Economic Sciences; the list includes Pedagogy of the Oppressed by Paulo Freire and Deschooling Society by Ivan Illich. See: http://newsroom.ucla.edu/page.asp?RelNum=4934 Professor McLaren is the inaugural recipient of the Paulo Freire Social Justice Award presented by Chapman University, California, April 2002. He also received the Amigo Honorifica de la Comunidad Universitaria de esta Institucion by La Universidad Pedagogica Nacional, Unidad 141, Guadalajara, Mexico. He was a recipient of a “Lilly Scholarship” at Miami University of Ohio, guest-lectured at the University of British Columbia, Canada, as a “Noted Scholar”, presented the Eminent Scholar Lecture at The Ohio State University, delivered the Claude A. Eggerston Lecture at the Annual Meeting of the Comparative and International Education Society, presented the Harold Wolpe Memorial Lecture at the University of KwaZulu-Natal, Durban, South Africa. Five of his books have been winners of the American Education Studies Association Critics Choice Awards for outstanding books in education. He was recently made Chair of the Advisory Board of the International Association of Educators, and Director of its Education and Politics Division. And, in June 2006, he became the inaugural recipient of the International Activist Scholar Award for the Advancement of Marxist Theory and Practice, awarded by the Institute for Education Policy Studies, England. In 2005, a group of Mexican scholars and activists estabished La Fundacion McLaren to promote the development of critical pedagogy in Latin America (see: http://lefthook.org/Ground/Pozo082004.html) and an Instituto Peter McLaren is in the planning stages in Cordoba, Argentina. A special Peter McLaren Chair (Catedra Peter McLaren) has been established at La Universidad Bolivariana de Venezuela in Caracas. Chopbox Magazine (Toronto) has created the Peter McLaren Foundation for Global Youth. Peter McLaren’s papers are housed and on permanent exhibit at the Paulo and Nita Freire Center for International Critical Pedagogy, McGill University, Montreal, Canada. Professional Experience 2004 Professor (Step 5) 2002 Professor (step 4) 2001 Professor (step 3) 1998 Professor (step 2) 1997 Professor (step 2) 1996 Professor (step 1) 1993 Associate Professor, Graduate School of Education & Information Studies, University of California, Los Angeles 1993 Chair, Tenure Committee, Department of Educational Leadership, SEAP, Miami University 1993 Coordinator, Liberal Arts Sequence, Miami University 1992 Director, Center for Education and Cultural Studies, SEAP, Miami University 1990-1993 Renowned Scholar-in-Residence, Miami University 1989 Associate Professor with Tenure, Miami University 1988 Associate Director, Center for Education and Cultural Studies, SEAP, Miami University 1987 Graduate Faculty Level A, Miami University (eligible to chair dissertations) 1985 Assistant Professor, Miami University (Initial Appointment) 1984-85 Special Lecturer in Teacher Education, College of Education, Brock University 1984 Tutorial Assistant in Communications, York University 1975-79 Elementary Classroom Teacher (Grades 2-6) 29
Driftwood Public School Toronto, Ontario (Canada) 1974-75 Substitute Teacher , North York Board of Education Toronto, Ontario (Canada) 1973-74 Senior Public School Teacher (Grades 7-8) Mark II Senior Public School, York County Board of Education Unionville, Ontario Citizenship Canadian and United States citizen, Canadian born (naturalized U.S. citizen) Married, two children Education Ph.D. Ontario Institute for Studies in Education (OISE), University of Toronto. Educational Theory (Department of Curriculum) M.Ed. College of Education, Brock University (Curriculum Theory) B.Ed. Faculty of Education, University of Toronto B.A. Waterloo University, English Literature (Elizabethan Drama) Teaching and Advising Courses Taught at Brock University (St. Catharines, Canada) 200 Curriculum Theory and Design (N=30) Undergraduate 407 Jr./Int. Language Arts (N=150) Undergraduate 407 Jr./Int. Reading (N=60) Undergraduate 540 Educational Theory (N=25) Graduate Courses Taught at Miami University Undergraduate EDL 304 Historical, Philosophical, Social and Multicultural Foundations of Education EDL 180 Youth Subculture, Popular Culture and Subjectivity: Freshman Seminar, Miami University (Honors Program) EDL 180 Advanced Honors Seminar: Subculture and Resistance in Capitalist Society (Honors Program) Graduate EDL 649 Popular Culture and the Curriculum EDL 647 Current Issues and Problems in Education (formerly EDL 672) EDL 780.Q Introduction to Qualitative Research EDL 639 Curriculum Theory and Program Development EDL 643 High School Curriculum EDL 641 Elementary School Curriculum EDL 750 Advanced Independent Reading Courses Taught at University of California, Los Angeles 273 A The Structure and Dynamics of the Educational System (Core Ph.D. seminar) 273B Education in a Diverse Society (taught at UCLA as core Ph.D. seminar and at UCI as Ed.D. seminar) 447 (273b) Education and Diverse Cultures, ACTS required doctoral seminar (Ph.D. level) TEL100 Teacher Certification Course on Cultural Diversity (Masters level) TEL490A Instructional Decision Making (Masters level) TEL491A Curriculum Decision Making (Masters level) ACTS223 Curriculum and Aesthetics (Ph.D. level) ACTS420A Principles of Curriculum (Ph.D. level) TEL 491B (Tracks 2 and 3) Culture and Community (Masters level) ACTS 209 Seminar on Critical Pedagogy (PhD level) ACTS 229 Seminar on Malcolm X and Education (PhD level) ACTS 229 Seminar on Cultural Pedagogy in Postmodern Contexts (PhD level) ACTS 229 Critical Multiculturalism and Urban Schooling (PhD level) ED 292 Principles and Practices of Curriculum ED 229 Pedagogies of Resistance and Globalization: Che Guevara, Paulo Freire, Zapatismo ED 229 Pedagogies of Revolution 30
Page 1 and 2:
L’ACTUALITAT DEL CONCEPTE D’”
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3 IN MEMORIAM Margarita Rubio, 5 ma
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PREFACI I am trying to survive day
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INTRODUCCIÓ 7 “Quan treballo amb
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actuals. En definitiva, destacar qu
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No obstant això, no oblidarem que
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A. Metodologia En aquest subapartat
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Proposa l’hermenèutica com a ein
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quan s’observa l’art... concret
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pedagògica que es centra en el mat
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Capítol I. L’OBRA DE PAULO FREIR
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se que les persones analfabetes dep
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social és la base del coneixement,
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En darrer lloc, com hem comentat an
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Els grups reaccionaris no poden com
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Decroly i Freinet” entre d’altr
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que tinguin un significat social (M
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Freire creu que el coneixement del
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En qualsevol cas, Freire manté la
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de relacions públiques per part de
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1.2. EL CONCEPTE D’”EDUCACIÓ
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seu caràcter i que millori en func
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(Freire, 2005,105). El nostre autor
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1.2.2. Les capacitats innates de qu
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estudiants interioritzen valors i c
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subestimar o negar els sabers de l
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1.3. L’”ACCIÓ POLÍTICA” COM
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I és a partir d’aquesta transfor
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capitalisme com a futur (Freire, 19
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els marxistes estàndards (Freire,
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1.3.2. La funció política de l‘
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Així doncs, resta clara la diferè
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disciplines en el moment en què el
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El que no podem deixar de banda és
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Així doncs, McLaren arriba a la un
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Un aspecte problemàtic del treball
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sistema capitalista, amb la intenci
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2.2. LA VIGÈNCIA DEL PENSAMENT DE
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Freire influeix directament en el c
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96). Per tant, segueix la relació
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diferències que existeixen entre e
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progressista com aquella pedagogia
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per a que siguin pensadors crítics
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a definir-se a sí mateixos, i tamb
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És a dir, McLaren creu en la praxi
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si (...) no aconsegueix proporciona
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És així com McLaren tracta sobre
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periòdiques i crisis financeres (M
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sistema econòmic pel capitalisme i
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XXXII). És a dir, assolir una cons
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hem argumentat amb la crítica de W
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estan resignats a acceptar el capit
Page 105 and 106: Ens hem plantejat fins a quin punt
Page 107 and 108: És aleshores que, al seguir McLare
Page 109 and 110: En aquest punt, tot i la visió pla
Page 111 and 112: ideològiques en recursos que facin
Page 113 and 114: BIBLIOGRAFIA Bibliografia Primària
Page 115 and 116: Bibliografia Secundària Alberto, C
Page 117 and 118: Revistes: Batalla, X. (2007). Migra
Page 119 and 120: edalyc.uaemex.mx/redalyc/pdf/274/27
Page 121 and 122: http://fundacionMcLaren.org/chihuah
Page 123 and 124: Disponible a: http://www.iiz-dvv.de
Page 125 and 126: Consultat, 12 de desembre, 2006 Gar
Page 127 and 128: UNESCO- Education for Social Transf
Page 129 and 130: ANNEXOS ANNEX 1: Converses mantingu
Page 131 and 132: Assumpte catedra De Peter McLaren
Page 133 and 134: I hope that the struggle should con
Page 135 and 136: Fwd: hola De Dunia Molins Alcalde
Page 137 and 138: how many cost your conference, trav
Page 139 and 140: manage so that you could come later
Page 141 and 142: And can you send Nathalia an invita
Page 143 and 144: same topic since the people cannot
Page 145 and 146: 2 hours. un abrazo fuerte Peter On
Page 147 and 148: Arxius adjunts McLaren-Jaramillo Le
Page 149 and 150: Per a Dunia Molins Alcalde Hi Duni
Page 151 and 152: dear dunia, do you think there is a
Page 153 and 154: ANNEX 2: Investigacions sobre Freir
Page 155: ANNEX 3: Curriculum vitae Peter McL
Page 159 and 160: Campus Ensenada del Centro Universi
Page 161 and 162: Co-editor (with Dave Hill, Mike Col
Page 163 and 164: “The Role of Critical Pedagogy in
Page 165 and 166: Responses to Lynne V. Cheney: From
Page 167 and 168: (with Gustavo Fischman). Reclaiming
Page 169 and 170: Critical pedagogy: Constructing an
Page 171 and 172: School Choice and the Struggle for
Page 173 and 174: Postfacio. La Pedagogia de la Posib
Page 175 and 176: (with Nathalia Jaramillo) Alternati
Page 177 and 178: (with Zeus Leonardo and Xochitl Per
Page 179 and 180: Broken dreams, false promises, and
Page 181 and 182: Pirandello on education: An intervi
Page 183 and 184: Estrutura da narrativa, Amnésia co
Page 185 and 186: Forbes, David J. (1992). False fixe
Page 187 and 188: Invited Lecture. “Critical Pedago
Page 189 and 190: Art I educacio en la societat de la
Page 191 and 192: International Panel (Cuba, Mexico,
Page 193 and 194: Rovaniemi, Finland November 8, 1999
Page 195 and 196: January 17-18, 1997. Juarez, Mexico
Page 197 and 198: Ritual/Counter-Ritual: Lacan, Derri
Page 199 and 200: May Panelist, UCLA, United Nations
Page 201 and 202: Santa Barbara, California Towards a
Page 203 and 204: Keynote Speaker . Almost Always Dec
Page 205 and 206: Co-presenter (with Zeus Leonardo),
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The Politics of Higher Learning. In
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Eminent Scholar Address, “Critica
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Dimensions of Adult Learning: Adult
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Reader: AERA proposals. Division B,
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Westview Press, Boulder, Colorado S
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Spencer Maxcy, University of Califo
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Honors Shortly before graduating wi
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Odyssey Lecture, 2003. California S
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