Pedagogy of the Oppressed
Universidad Mariano Gálvez de Guatemala
Facultad de Humanidades
Escuela de Idiomas
Licenciatura en la enseñanza del idioma Inglés
Con especialidad en Tecnología Educativa
Competencias digitales en la enseñanza de idiomas
Licda. Silvia Sowa
Connectivism and the
Digital Age
Malibu Lorena de León de León
6076 08 6626
Guatemala August 15th, 2014
Introduction
Paulo Freire is a Brazilian who was born in 1921 in Recife. When he was 26 years old he began to teach adults to write and read in the north of Brazil. While he was working with adults he started to think and develop a new model in which the word “conscientization” started to be associated with it. He also was professor of History and Philosophy of Education at the Recife University, there; he was involved with a special movement that worked to avoid illiteracy. There he developed different techniques, methods, and ideology.
Objectives
To understand and exemplify different techniques and methods to develop new models presented.
Identify main ideas and support them with comments and ways to implement it.
Pedagogy of the Oppressed
Freire “banking” concept of education is interesting because it depicts the approach used in mass public education in the Central and South America today. A national curriculum and its content is set by the powerful few, and left vulnerable to, politically or ideologically motivated abuses. Programs such as ‘No Child Left Behind’ and ‘Race to the Top’ advance “teaching-to-the-test”, which in essence spoon-feeds information to students to have them regurgitate it come test day. This academic bulimia is not merely a waste of time for all parties involved, but in fact very damaging to the impressionable student. Through the “banking” process, the student is taught to trust the given thoughts of others over his own critical faculties.
With an increasing
Facultad de Humanidades
Escuela de Idiomas
Licenciatura en la enseñanza del idioma Inglés
Con especialidad en Tecnología Educativa
Competencias digitales en la enseñanza de idiomas
Licda. Silvia Sowa
Connectivism and the
Digital Age
Malibu Lorena de León de León
6076 08 6626
Guatemala August 15th, 2014
Introduction
Paulo Freire is a Brazilian who was born in 1921 in Recife. When he was 26 years old he began to teach adults to write and read in the north of Brazil. While he was working with adults he started to think and develop a new model in which the word “conscientization” started to be associated with it. He also was professor of History and Philosophy of Education at the Recife University, there; he was involved with a special movement that worked to avoid illiteracy. There he developed different techniques, methods, and ideology.
Objectives
To understand and exemplify different techniques and methods to develop new models presented.
Identify main ideas and support them with comments and ways to implement it.
Pedagogy of the Oppressed
Freire “banking” concept of education is interesting because it depicts the approach used in mass public education in the Central and South America today. A national curriculum and its content is set by the powerful few, and left vulnerable to, politically or ideologically motivated abuses. Programs such as ‘No Child Left Behind’ and ‘Race to the Top’ advance “teaching-to-the-test”, which in essence spoon-feeds information to students to have them regurgitate it come test day. This academic bulimia is not merely a waste of time for all parties involved, but in fact very damaging to the impressionable student. Through the “banking” process, the student is taught to trust the given thoughts of others over his own critical faculties.
With an increasing