Contributions of Freire's Theory to Dialogic Education
https://doi.org/10.17583/hse.2018.3749
Keywords:
Downloads
Abstract
The present article discusses how Paulo Freire was ahead of his time with his theoretical contributions by reflecting on the author’s groundbreaking insights, particularly those developed in his Pedagogy of the oppressed. To do so, the paper first introduces his Theory of Dialogical Action and the premises that explain how it established the theoretical grounds for some of the most relevant theoretical works in the Social Sciences such as Habermas’ Theory of the Communicative Action developed more than a decade after Freire’s work. The second part of the paper further explores the influence of the premises of the Dialogic Education, by reviewing the theoretical foundations of other major theoretical works and practical experiences that building on Freire’s work and the centrality of dialogue in the educational process continue enabling the creation of future through transformative educational experiences. In so doing, the impact that the legacy of one of the most relevant authors in the history of education has had upon most relevant theoretical conceptualisations as well as a successful practical key experiences is further explained.
Downloads
References
Alvarez, P., García-Carrión, R., Puigvert, L., Pulido, C., & Schubert, T. (2018). Beyond the Walls: The Social Reintegration of Prisoners Through the Dialogic Reading of Classic Universal Literature in Prison. International journal of offender therapy and comparative criminology, 62(4), 1043-1061.
Google Scholar CrossrefAubert, A., Flecha, A., García, C., Flecha, R., y Racionero, S. (2008). Aprendizaje dialógico en la sociedad de la información. Barcelona: Hipatia Editorial.
Google Scholar CrossrefAusubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston
Google Scholar CrossrefBotey, J., & Flecha, R. (1998). Transformar dificultades en posibilidades. Produção de terceiros sobre Paulo Freire; Série Homenagens.
Google Scholar CrossrefBeck, U., Giddens, A., & Lash, S. (1994). Reflexive modernization: Politics, tradition and aesthetics in the modern social order. Stanford University Press.
Google Scholar CrossrefBruner, J. (1973). Beyond the information given: Studies in the psychology of knowing. New York: Norton.
Google Scholar CrossrefBruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Google Scholar CrossrefDe Botton, L.; Girbes, S.; Ruiz, L. and Tellado, I. (2014) Moroccan mothers' involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning, Improving Schools 17(3), p. 241-249.
Google Scholar CrossrefDíez, D., Gatt, S., & Racionero, S. (2011). Placing immigrant and minority family and community members at the school's centre: the role of community participation. European Journal of Education, 46(2), 184-196
Google Scholar CrossrefElboj, C., & Niemelä, R. (2010). Sub-communities of mutual learners in the classroom: the case of Interactive groups. Revista de psicodidáctica, 15(2).
Google Scholar CrossrefFlecha, R.; Puigvert, L. (1998). Aportaciones de Paulo Freire a la educación y las ciencias sociales. Revista interuniversitaria de formación del profesorado, (33), 21-28.
Google Scholar CrossrefFlecha, R. (2000): Sharing Words. Theory and Practice of Dialogic Learning. Lanham, M.D: Rowman & Littlefield, also available in Spanish and Chinese.
Google Scholar CrossrefFlecha, R. (2004). La Pedagogía de la Autonomía de Freire y la Educación Democrática de personas adultas. Revista interuniversitaria de formación del profesorado, (50), 27-44.
Google Scholar CrossrefFlecha, R; García-Carrión, R.; & Gómez, A. (2013). Transferencia de tertulias literarias dialógicas a instituciones penitenciarias Transfer of Dialogue-based Literary Gatherings to Prisons. Revista de Educación, 360, 140-161.
Google Scholar CrossrefFlecha, R., & Soler, M. (2013). Turning difficulties into possibilities: Engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465.
Google Scholar CrossrefFlecha, R. (2014). Successful educational actions for inclusion and social cohesion in Europe. Springer.
Google Scholar CrossrefFlecha, R., Soler-Gallart, M., & Sordé, T. (2015). Social impact: Europe must fund social sciences. Nature, 528(7581), 193.
Google Scholar CrossrefFreire, P. (1997). A la sombra de este árbol. Barcelona: El Roure.
Google Scholar CrossrefFreire, P. (2000). Pedagogy of the oppressed, 30th Anniversary Edition. New York: Continuum.
Google Scholar CrossrefFreire, P. (2018). Pedagogy of the oppressed, 50th Anniversary Edition. New York: Bloomsbury Academic
Google Scholar CrossrefGarcia Yeste, C., Gairal Casadó, R., Munté Pascual, A., & Plaja Viñas, T. (2018). Dialogic literary gatherings and out‐of‐home child care: Creation of new meanings through classic literature. Child & Family Social Work, 23(1), 62-70.
Google Scholar CrossrefHabermas, J. (1984). The theory of communicative action: Vol. 1: Reason and the rationalization of society, trans. T. McCarthy. Boston: Beacon (original work published 1981).
Google Scholar CrossrefHabermas, J. (1987). The theory of communicative action, volume 2, system and lifeworld: a critique of functionalist reason. Boston: Beacon.
Google Scholar CrossrefMartínez-Fritscher, Musacchio & Viarengo (2010). The great leap forward: the political economy of education in Brazil 1889-1930, Harvard Business School Working Knowledge, 10-075. Retrieved from https://hbswk.hbs.edu/item/the-great-leap-forward-the-political-economy-of-education-in-brazil-1889-1930
Google Scholar CrossrefRoser, M.; Ortiz-Ospina, E. (2018) - "Literacy". Published online at OurWorldInData.org. Retrieved from: 'https://ourworldindata.org/literacy' [Online Resource]
Google Scholar CrossrefSearle, J. R., Soler, M., & Castro, M. (2004). Lenguaje y ciencias sociales: diálogo entre John Searle y CREA. El Roure.
Google Scholar CrossrefSoler-Gallart, M. (2017). Achieving social impact: sociology in the public sphere. New York: Springer.
Google Scholar CrossrefValls, R. & Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge Journal of Education, 43(1), 17-3
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
.