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

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Keynote Lecture: The Pedagogy of Che Guevara. Sponsored by Servicios Educativos del Estado de Chihuahua; Center for Research on the Education of Students Placed At Risk; Johns Hopkins University and Howard University. 1997 August 8 Aguacalientes, Mexico Keynote Address: Unthinking Whiteness, Rethinking Democracy and Education. V11 Curso y Talleres de Educacion y Derechos Humanos. "Educacion, Democracia y Nueva Ciudadania." Conference on Democracy and Human Rights. June 5 Rosario, Argentina. Education and the Struggle for Liberation. (Public speech at the University of Rosario, Argentina) Presented a series of lectures for a course I taught entitled: Curso Internacional: Identitdad, Cultura Educacion, Escuela de Ciencias de la Educacion, National University of Rosario, June 6-7, 1997 June 6 (morning) Pedagogia, subjetividad, identiday y deseo (University of Rosario) (afternoon) Mitos y rituales escolares (University of Rosario) June 7 Culturas depredadoras y contranarrativas (University of Rosario) May 29-31 Salvador, Bahia, Brasil. Conference organized by Desafio (NGO): Reuniao Internacional de Pedagogia Critica: Cultura e Educacao, May 31 Rituais na Escola May 30 Pedagogia Critica na Escola Contemporanea May 29 Educacao, Cultura e Sociedade April 28-May 2, 1997 Mexicali, Mexico. Course taught at Campus Mexicali del Centro Universitario Tijunana. Doctorado en Educacion. May 2 Unthinking Whiteness: Dismantling White Supremacist Ideology in Education May 1 Education and Democracy: Towards a Critical Pedagogy for the New Millenium April 30 Subjectivity and Identity in Education April 29 The Struggle for Voice: Race, Class and Gender in Education April 28 Gramsci, Marcuse, Habermas: Critical Theory and the Formation of Teachers 67
January 17-18, 1997. Juarez, Mexico Keynote address: Unthinking Whiteness, Rethinking Democracy. Creando Una Pedagogia Fronteriza. Cd. Juarez, Chichuahua. Mexico Researchers' Binational Learning Community Session. Sponsored by Servicios Educativos del Estado de Chihuahua; Center for Research on the Education of Students Placed At Risk; Johns Hopkins University and Howard University. 1996 Presenter, IV Colloquio Internacional: Curriculum y siglo xxi. La universidad frente al cambio tecnologico. Universidad Mexico City . Mexico City, Mexico Dec. 2-6, 1996. Presentation. Becoming a Critical Educator: The Struggle for Justice. Universidad Pedagogica National. Mexico City. December 4, 1996. Seminario: "Educacion y Diversidad Cultural." Universidad Nacional Autonoma de Mexico. Aragon, Mexico. November 27,28 and 29, 1996. “Linguistics, Multiculturalism and Democracy.” Language Management for Multicultural Communities: Negiotiating Literacies, Discourses, and Identities. Third Conference on Language Management, The National Language Institute of Tokyo’s Fourth International Symposium, United Nations University, Tokyo, Japan, September 20-22, 1996. Keynote Speech. Cuartas jornadas de cultura pedagogia. Escuela normal superior de nayarit, Nayarit, Mexico, 22-27, July, 1996. Presentation. La Educación Crítica y la academia america libre: Seminario internacional desafios de la Universidad de Cara al Año 2000. La experiencia latinoamericana. Rosario, Argentina, June 15, 1996. Los maestros y la cultura: Nuevos horizontes pedagógicos. Centro de estudios en pedagogía critica, Rosario, Argentina, June 14, 1996. Nuevos horizontes pedagógicos. Foro cultural de la UNL. Santa Fe, Argentina, June 18, 1996. Gramsci, Freire and Habermas: Critical perspectives. Universidad Federal de Rio de Janeiro, Brasil, May 13, 1996. Critical Multiculturalism. Universidad ederal de Santa Catarina. Florianopolis, Brasil, May 8, 1996. Critical approaches to school reform. Binational Conference. Universidad Autónoma de Ciudad Juárez. Jan 26-29, 1996. (Juárez, Mexico) 1995 Critical Pedagogy and Social Analysis. Kritische Erziehung Swissen Schaft am Neubeginn? September 27-30, Halle, East Germany. Martin -Luther Universitat (September 27-30, 1995). Public Lecture: Multiculturalismo e subjectividade critica. Universidad Federal de Santa Catarina. Florianopolis, Brasil (September 8, 1995). Presenter: Culture and Identity: City, Nation, World. 2nd Theory Culture and Society Conference. Berlin Alexanderplatz (August 1995). Keynote Address. Escuela Normal Superior de Nayarit Cuidad de la Cultura “Amaola Nervo” Tepic, Nayarit, Mexico (July 24, 1995). Globalism: Challenges for Education and Research. (Panel presentation) Fourth Puerto Rican Congress of Research in Education. San Juan, Puerto Rico (February 22-24, 1995). Magisterial lecture. Methodological Approaches in Education Research Abreast A Changing World. Fourth Puerto Rican Congress of Research in Education. San Juan, Puerto Rico (February 22-24, 1995). The politics of Global Education for Social Justice. International Conference: Schools in the Process of Reflexive Modernity. Martin Luther Universitat. Halle, Wittenberg, Germany (February 16-18, 1995). 1994 Grandes retos de la investigacion educativa en el contexto social actual. Universidad Pedagogica Nacional. Unidad Mexicali (October, 1994). 68
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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
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Ens hem plantejat fins a quin punt
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És aleshores que, al seguir McLare
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En aquest punt, tot i la visió pla
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ideològiques en recursos que facin
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BIBLIOGRAFIA Bibliografia Primària
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Bibliografia Secundària Alberto, C
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Revistes: Batalla, X. (2007). Migra
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edalyc.uaemex.mx/redalyc/pdf/274/27
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http://fundacionMcLaren.org/chihuah
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Disponible a: http://www.iiz-dvv.de
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Consultat, 12 de desembre, 2006 Gar
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UNESCO- Education for Social Transf
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ANNEXOS ANNEX 1: Converses mantingu
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Assumpte catedra De Peter McLaren
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I hope that the struggle should con
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Fwd: hola De Dunia Molins Alcalde
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how many cost your conference, trav
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manage so that you could come later
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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 and 156: ANNEX 3: Curriculum vitae Peter McL
Page 157 and 158: Driftwood Public School Toronto, On
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: Rovaniemi, Finland November 8, 1999
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),
Page 207 and 208: The Politics of Higher Learning. In
Page 209 and 210: Eminent Scholar Address, “Critica
Page 211 and 212: Dimensions of Adult Learning: Adult
Page 213 and 214: Reader: AERA proposals. Division B,
Page 215 and 216: Westview Press, Boulder, Colorado S
Page 217 and 218: Spencer Maxcy, University of Califo
Page 219 and 220: Honors Shortly before graduating wi
Page 221 and 222: Odyssey Lecture, 2003. California S
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