Pedagogía de la resistencia PDF Download

Author:
Publisher:
ISBN:
Category : Critical pedagogy
Languages : es
Pages : 262

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Author: Henry A. Giroux
Publisher: Siglo XXI
ISBN: 9789682317927
Category : Education
Languages : es
Pages : 340

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Obra básica del pensamiento educativo crítico contemporáneo, dice la profesora Alicia de Alba en el prefacio a esta edición. Y así lo confirma Paulo Freire en la presentación del libro, fundándose en una reformulación de la teoría crítica frankfurtiana (en el sentido de una reevaluación del papel de la cultura frente al poder) y criticando las tesis de Althusser y Bourdieu sobre el carácter dependiente y reproductor de la escuela. Giroux prefiere el neomarxismo de Willis, Hebbige y Corrigan que propone una dialéctica de acomodación y resistencia de la escuela a la imposición reproductora represiva del Estado.

Author: Luis Rodríguez Rivero
Publisher:
ISBN: 9786124057595
Category :
Languages : en
Pages : 173

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Author: Úcar Martínez, Xavier
Publisher: Editorial UOC
ISBN: 8491163190
Category : Education
Languages : en
Pages : 139

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Un pedagogo o educador es un conector; un mediador que ayuda y acompañaa las personas y comunidades en sus procesos de articulación de prácticasy realidades. La tarea del educador es la de acompañar y ayudar al otro a ser.Pero, siempre es el otro quien ha de ser; quien ha de elegir qu ién quiereser y qué quiere y puede hacer en el marco de sus particulares circunstancias.La elección no es sino una forma de acción que lleva la firma de l sujetoy, por eso mismo, siempre retorna al sujeto. Si la elección e s lo que másinequívocamente constituye a una persona concreta y las personas noshacemos en la vida, cualquier pedagogía, ya sea individual o social, es antesque nada una pedagogía de la elección y una pedagogía de la vida y para la vida.

Author: Peter McLaren
Publisher:
ISBN: 9789507012129
Category : Education
Languages : es
Pages : 171

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Author: João M. Paraskeva
Publisher: Bloomsbury Publishing
ISBN: 1350293008
Category : Education
Languages : en
Pages : 289

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This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT). Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies. The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance. The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China's Curriculum Reform, and the history of colonialism in the Middle East. Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice. The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA.

Author: Josh A. Lerner
Publisher: MIT Press
ISBN: 0262551144
Category : Games & Activities
Languages : en
Pages : 285

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Drawing on the tools of game design to fix democracy. Anyone who has ever been to a public hearing or community meeting would agree that participatory democracy can be boring. Hours of repetitive presentations, alternatingly alarmist or complacent, for or against, accompanied by constant heckling, often with no clear outcome or decision. Is this the best democracy can offer? In Making Democracy Fun, Josh Lerner offers a novel solution for the sad state of our deliberative democracy: the power of good game design. What if public meetings featured competition and collaboration (such as team challenges), clear rules (presented and modeled in multiple ways), measurable progress (such as scores and levels), and engaging sounds and visuals? These game mechanics would make meetings more effective and more enjoyable—even fun. Lerner reports that institutions as diverse as the United Nations, the U.S. Army, and grassroots community groups are already using games and game-like processes to encourage participation. Drawing on more than a decade of practical experience and extensive research, he explains how games have been integrated into a variety of public programs in North and South America. He offers rich stories of game techniques in action, in children's councils, social service programs, and participatory budgeting and planning. With these real-world examples in mind, Lerner describes five kinds of games and twenty-six game mechanics that are especially relevant for democracy. He finds that when governments and organizations use games and design their programs to be more like games, public participation becomes more attractive, effective, and transparent. Game design can make democracy fun—and make it work.

Author: Pauline Rose
Publisher: Routledge
ISBN: 1317999541
Category : Education
Languages : en
Pages : 166

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Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs. Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this. This book was published as a special issue of Development in Practice.

Author: Javier Muñoz-Basols
Publisher: Routledge
ISBN: 1317294181
Category : Foreign Language Study
Languages : en
Pages : 866

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The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2, provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. Features include: Forty-four chapters offering an interdisciplinary overview of SLT written by over sixty renowned experts from around the world; Five broad sections that combine theoretical and practical components: Methodology; Language Skills; Formal and Grammatical Aspects; Sociocultural Aspects; and Tools and Resources; In-depth reflections on the practical aspects of Hispanic Linguistics and Spanish Language Teaching to further engage with new theoretical ideas and to understand how to tackle classroom-related matters; A consistent inner structure for each chapter with theoretical aspects, methodological guidelines, practical considerations, and valuable references for further reading; An array of teaching techniques, reflection questions, language samples, design of activities, and methodological guidelines throughout the volume. The Routledge Handbook of Spanish Language Teaching contributes to enriching the field by being an essential reference work and study material for specialists, researchers, language practitioners, and current and future educators. The book will be equally useful for people interested in curriculum design and graduate students willing to acquire a complete and up-to-date view of the field with immediate applicability to the teaching of the language.

Author: Norma Delia Dur N. Amavizca
Publisher: Palibrio
ISBN: 146333012X
Category : Psychology
Languages : en
Pages : 447

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Los sistemas pedagógicos continúan en crisis. Una crisis humana que amenaza con nunca acabar. En esta obra, se argumenta, que una de las razones principales de las crisis educativas se debe a que los procesos pedagógicos han centrado la atención en el desarrollo cognoscitivo, principalmente, y han dejado de lado al cuerpo y sus emociones. La pedagogía de lo corporal propuesta por el Dr. Sergio López Ramos, muestra un camino esperanzador y encausa a la educación al aprendizaje por medio del cuerpo, concibiéndolo como un espacio en donde el individuo tiene posibilidades de construir nuevas formas de vivir en armonía consigo mismo y con los otros. Para que el ser humano alcance una mejor calidad de vida en esta época global y postmoderna. La autora incursiona en la pedagogía de lo corporal del Dr. López Ramos con la metodología de historia de las ideas y logra exponer la propuesta de abrigar una nueva epistemología del cuerpo y las emociones en los procesos educativos.