Pedagogy of the Oppressed

Topics: Higher education, Critical pedagogy, University Pages: 6 (846 words) Published: August 16, 2014
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 number of students seeing a university education simply as a demand of the market, forgotten are the academic principles on which these institutions were founded and, more importantly, their very purpose. Henry Giroux, one of the major developers of critical pedagogy following Frieri’s initial introduction of the concept, concisely sums up this purpose: “the university fulfills a public role in that it teaches people in some fundamental way on how to be critical citizens”. Not only should the student become knowledgeable in his specific academic discipline, but also in being able to critically examine the forces in power. The university was part of the public sphere responsible for being an intellectual forum on issues as historically controversial as democracy and natural rights, both of which without students would not be able to enjoy the opportunity for inquiry found at the university level. As a necessary consequence of the market’s demand for a university diploma, university admissions offices, both public and private, have seen an incredible influx of students over the past fifty years. This, in conjunction with several other factors such as severe underfunding from both national and state governments, has forced post-secondary educational institutions to find funding from alternative sources. The largest of these alternative sources are corporations, driving one of the most radical changes in the operation and function of the American university in its entire history. This corporatization of higher education takes away the empowerment of students by being literate in multiple intellectual traditions and replaces it with the allocation of a very narrow skill-set. “Part of the corporatization . . . is imposing a business model which measures success in extremely narrow, commercial terms. What’s good for simply gaining material wealth, contributing to profits and so on” (Chomsky). Giroux writes that “higher education is defaulting on its obligations to offer...
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