Emancipatory Education and Youth Engagement in Brazil: A Case Study Bridging the Theory and Practice of Education for Social Transformation
Emancipatory Education and Youth Engagement in Brazil: A Case Study Bridging the Theory and Practice of Education for Social Transformation
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巴西的解放教育和青年参与：连接社会转型教育理论与实践的案例研究
作者：
Veriene Melo
实现超越传统学校教育范围的教育，并纳入批判性教学法和社会变革的要素，对于旨在减少不平等和改善受排斥人口生计的努力至关重要。本文从批判教育学的理论和实践两个维度，从Freirean的透镜来审视解放教育。从一个非政府组织领导的倡议，使数百名来自里约热内卢贫民窟的年轻人制定和实施自己的想法，社会行动的案例研究，本文探讨了该计划的目标和实践之间的联系和方面的谈判课程，提出问题的教育，对话学习，实践形成的理论基础解放教育。案例研究的结果，其中强调了教育方案的阶段，揭示了如何赋予年轻人挑战普遍存在的排斥环境和积极的社区社会再生的先进做法。因此，这项研究提供了一种形式的社会变革教育的证据，这种教育可以有意义地促进和平的社会变革斗争，同时重新定义教育并使其人性化，作为一种解放的实践。
Actualizing education beyond the scope of traditional schooling and incorporating elements of critical pedagogy and social transformation are essential for efforts aiming to reduce inequalities and enhance the livelihoods of excluded populations. This article examines emancipatory education through a Freirean lens by considering its dimensions of critical pedagogy, both in practice and in theory. Drawing from a case study of an NGO-led initiative enabling hundreds of young people from the favelas of Rio de Janeiro to formulate and implement their own ideas for social action, the article examines the links between the program’s objectives and practices and the aspects of the negotiated curriculum, problem-posing education, dialogical learning, and praxis that form the theoretical underpinnings of emancipatory education. The case study findings, which highlight the stages of the educational program, reveal how young people are empowered to challenge prevailing environments of exclusion and advance practices of positive community social regeneration. The study, thus, provides evidence of a form of education for social transformation (EST) which can contribute meaningfully to a peaceful struggle for social change while simultaneously redefining and humanizing education as a practice of emancipation.