Critical pedagogy and quality education (UNESCO SDG-4): the legacy of Paulo Freire for language and intercultural communication
Critical pedagogy and quality education (UNESCO SDG-4): the legacy of Paulo Freire for language and intercultural communication
复制标题
批判教育学和素质教育（联合国教科文组织 SDG-4）：保罗·弗雷雷对语言和跨文化交流的遗产
DOI：
--
复制
发表时间：
2021
影响因子：
1.9
通讯作者：
Manuela Guilherme
中科院分区：
文献类型：
--
作者：
J. Corbett;Manuela Guilherme
2021年9月是教育史和教育哲学中最有影响力的人物之一保罗·弗莱雷（1921-1997）诞辰一百周年。LAIC的这期特刊对他的思想的持续国际影响进行了批判性分析。编辑们邀请了来自世界各地的学者和教育工作者来证明弗莱雷在批判性教育学方面的工作在他们的背景下产生了多大的影响，以及弗莱雷的观点如何有助于实现“优质教育”，这是联合国教育，科学及文化组织的可持续发展目标#4（UNESCO SDG-4）。特别是，贡献者被邀请讨论弗莱雷的愿景在语言和跨文化交流领域提供“优质教育”的持续相关性。百年庆典使我们缅怀过去，同时也认识到一个人物或一个事件在现在的重要性，因此也认识到它对未来的影响。在目前的情况下，我们审查和评估保罗弗莱雷的遗产。过去、现在和未来之间的创造性联系，也就是说，反思与行动、批判与可能性之间的联系，公民意识与实践之间的联系，代表了弗莱雷现在和未来的灯塔。最终，弗莱雷的目标是促进变革，这被定义为一种深刻的社会变革，不是通过强加一种线性的进步模式，比如联合国教科文组织术语中的“质量”，而是通过为每个社区，实际上是每个人提供机会，发现他们可以为整体改善生活质量做出的独特贡献，例如，buen vivir（美好生活）或“好”社会的精神。为此，弗莱雷将注意力集中在教育的政治性和对话性、学生遗产和地方知识的有效性以及教师的创造性和批判性作用上。Gadotti（2007）在为弗莱雷的《教育与变革》（Education and Change）一书葡萄牙语版撰写的序言中认为，弗莱雷的总体“生成主题”（temas geradores），即能够促使行动和激发变革的概念中，最鼓舞人心和最紧迫的，正是“积极意识”和“社会变革”意义上的“积极意识”和“社会变革”。保罗·弗莱雷的作品在世界各地被研究，有不同的解释，并通过对当地文化环境的多种适应而付诸实践。他的意图正是提出一种教育设想和实践范例，从而在任何歧视和压迫发生的地方，都能在教育和社会环境中引发深刻的变革。虽然广泛适用，他的实践的社会和政治环境和他的理论的历史和文化灵感深深植根于巴西，都积极与主要的巴西和拉丁美洲教育学者的想法，他的时间匡威。虽然他经常发现他的建议在他的祖国被忽视，弗莱雷成为世界上最著名的拉丁美洲学者，没有同行作为教育理论家。他的著作确实为“南方认识论”提供了系统的基础，
September 2021 marks the centenary of the birth of one of the most influential figures in the history and philosophy of education, Paulo Freire (1921–1997). This special issue of LAIC offers a critical analysis of the continuing international impact of his ideas. The editors solicited scholars and educators from around the world to give testimony to the extent to which Freire’s work on critical pedagogy has been influential in their contexts and how a Freirean perspective can contribute to the achievement of ‘Quality Education,’ the United Nations Educational, Scientific and Cultural Organization’s Sustainable Development Goal #4 (UNESCO SDG-4). Specifically, contributors were invited to discuss the continuing relevance of Freire’s vision to the provision of ‘Quality Education’ in the field of language and intercultural communication. The celebration of a centenary leads us to honour the past while it recognises the importance of a figure, or an event, in the present and, therefore, its influence in the future. In the present case, we review and appraise the legacy of Paulo Freire. The creative interlinking between past, present and future, that is, between reflection and action, critique and possibility, between conscientização and prática cidadã, ‘the practice of citizenship,’ represents Freire’s beacon for the present and future. Ultimately, Freire’s goal is to promote change, defined as a deep social transformation, not by imposing a linear model of progress, say ‘quality’ in the UNESCO terms, but by offering each community, indeed each individual, the opportunity to discover the distinctive contribution they can make to the overall improvement of the quality of life, be it within, for example, the ethos of buen vivir (‘living well’) or that of a ‘good’ society. To this end, Freire focused his attention on the political and dialogical character of education, on the validation of students’ heritage and local knowledge, and on the creative and critical role of the teacher. Gadotti (2007), in his preface to the Portuguese version of Freire’s Education and Change, considered that among Freire’s overall ‘generating topics’ (temas geradores), that is, concepts that can prompt action and inspire change, the most inspirational and urgent, were precisely conscientização and mudança, in the sense of ‘active awareness’ and ‘social transformation.’ Paulo Freire’s work has been studied around the world, with different interpretations, and put into practice through multiple adaptations to local cultural circumstances. His intention was precisely to offer an educational vision and examples of practice which could trigger profound change both in educational and in social contexts, anywhere discrimination and oppression were taking place. Though broadly applicable, the social and political environment of his praxis and the historical and cultural inspiration of his theory were profoundly rooted in Brazil and both actively converse with the ideas of the main Brazilian and Latin American educational scholars of his time. Although he often found his recommendations ignored in his homeland, Freire became the best known Latin American scholar in the world, without peer as an educational theorist. His work, indeed, provides a systematic basis for the ‘Epistemologies of the South,’ a phrase later coined by