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does not mean to find, it simply means to search. It is true for an actor, and it is true for an educator. Both have to undertake paths of liberation in order not to stop feeling like singing onto themselves. “I confess that I cannot conceive the idea of an educator working without hope …. We must have the historical ability to carry on and create a new song.” (Paulo Freire) translated by Letizia Olivieri Theatre and children are beautiful and ‘ding-dong’... Artistic processes in theatre work for the smallest of the small (A letter to the editor) by

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diapositives comme dispositif de transition Cristina Freire L’image exposée chez Douglas Huebler Guillaume Le Gall « Sans aucune fin assignable ». Le passage du conceptualisme au photoconceptualisme à Vancouver Vincent Bonin La photographie comme comportement. Franco Vaccari à la Biennale de Venise de 1972 Giuliano Sergio Faire appel à un autre : un art de la procuration Erik Verhagen Les images en suspens de Douglas Huebler Larisa Dryansky Notices biographiques Collection « Pour une histoire nouvelle de l’Europe »

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this book include: notions of colonisation, models of welfare and development, processes of institutionalisation and context-specific visions of empowerment. At this point we briefly depart from applied theatre theory to examine the collective ideas of Michel Foucault, Paulo Freire and Linda Tuhiwai Smith. These theorists construct an important critical lens with a particular focus on power relations and power techniques that help to illuminate how looked-after children are disempowered and re- claimed by systematic processes and procedures. The following

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powerful. Another is to create learners who have the ability to think analytically and critically, to use what they know to enhance their own lives and also to contribute to their society, culture and civilization. Education without critical thinking is merely knowledge of facts, what Paulo Freire (1970) calls “banking education”. Education needs to prepare students to think critically about society, politics, culture and their own lives. As Freire (1970) suggests education implies understanding the modes and means of one’s own oppression and exploitation by power and

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recherches portent sur les liens entre art et sciences dans l’art après 1945 et sur les images technologiques (photographie, film, vidéo). Elle est l’auteur de Cartophotographies. De l’art conceptuel au Land Art (Éd. du CTHS-INHA, 2017). Cristina Freire est professeur et conservateur au musée d’Art contemporain de l’Université de São Paulo (MAC USP). Elle enseigne dans le programme post-doctoral de recherche interdisciplinaire en Esthétique et Histoire de l’art à l’université de São Paulo. Elle est chercheuse associée au Conseil national de développement scientifique

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, xxviii Wretched of the Earth: xx , xxviii F Freire, Paolo: 35 , 77 – 78 , 83 Foucault, Michel: xvi , xvii , xix , xxii , xxviii , 3 , 52 , 71 Frow, John: 3 , 18 G Gramsci, Antonio: 13 , 18 Hegemony: xiv , xviii , xxiv , 5 , 13 , 44 , 66 , 82 Grice, Paul: 42 H Huyssen, Andreas: 50 , 54 I Indian Peoples Theatre Association (IPTA): x J Jacobson, Roman: 36 , 54 Jameson, Frederick: xiii , 7 , 18 ← 92 | 93 → K Keir, Elam: 36 , 54 Knight, Wilson: 4 , 18 L Lebenskunst , ‘Art of living’: xvi , xxvii , 3 , 5 – 6 , 46 , 52 – 53 , 65

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.02.2001–06.05.2001). Ostfildern-Ruit: Hatje Cantz 2000 Dabisch, Joachim (Hg.): Internationale Pädagogik. Paulo Freire und das Bildungswesen . Freire-Jahrbuch 8. Oldenburg: Paulo Freire Verlag 2006 Daix, Pierre: Der Kubismus in Wort und Bild . Stuttgart: Verlagsgemeinschaft Ernst Klett – J.G. Cotta’sche Buchhandlung Nachfolger GmbH 1992 Daniels, Alejandro Perdomo: Die Verwandlung der Dinge. Zur Ästhetik der Aneignung in der New Yorker Kunstszene Mitte des 20. Jahrhunderts . Bielefeld: transcript 2012 Daniels, Dieter: Duchamp und die anderen. Der Modellfall einer

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civilization . New York: Random House. Foucault, M. (1980). Power/knowledge (C. Gordon, Trans.). New York: Pantheon. Franju, G. (Director). (1958). La tete contre les murs (The keepers) [Motion picture]. France. Freire, P. (1972). Pedagogy of the oppressed . New York: Continuum. Freire, P. (1973). Education for critical consciousness . New York: HarperCollins. Freud, S. (1960). Jokes and their relation to the unconscious (J. Strachey, Trans.). London: Routledge. Fromm, E. (2004). To have or to be? New York: Continuum Books. Fromm, E. (1990). Man for himself: An

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facilitation 197 , 231 – 234 Family Group Conference 102 – 103 Fissures 206 – 207 , 261 – 262 Foucault, Michel 26 , 32 , 58 , 67 – 70 , 73 – 74 , 79 , 81 – 82 , 204 Freire, Paulo 4 , 9 , 32 , 67 – 71 , 73 – 74 , 81 , 85 , 91 , 118 , 132 , 168 – 169 , 261 banking concept, The 70 culture of silence 73 false acts of generosity 71 , 87 , 90 , 91 , 164 , 168 , 197 , 262 passive recipients 46 – 47 processes of conscientisation 84 , 114 , 151 – 152 , 156 Goffman, Erving 77 – 81 , 85 – 87 institutional displays 54 , 80 looping punishments

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’il ne faut pas dissocier d’un côté « l’espace visuel », et de l’autre côté « la structure du langage » 19 . L’étude des expositions élaborées par Huebler a permis d’isoler une grande variété des supports photographiques, du tirage classique à la diapositive projetée dans l’espace en passant par le film. Cette multitude de supports de l’image se retrouve chez les artistes brésiliens étudiés par Cristina Freire qui, très justement, évoque la piste de l’archéologie des médias pour nourrir les travaux sur ces supports. Nombreux sont ces artistes qui se sont emparés du