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Paulo Freire

The Global Legacy

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Edited By Michael A. Peters and Tina Besley

This collection is the first book devoted to Paulo Freire’s ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire’s work and the impact of his global legacy. The book contains essays by some of the world’s foremost Freire scholars – McLaren, Darder, Roberts, and others – as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.
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Chapter Thirty-Seven: Appropriate/Critical Educational Technology Within Freire’s Framework, Towards Overcoming Social Exclusion

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CHAPTER THIRTY-SEVEN

Appropriate/Critical Educational Technology Within Freire’s Framework, Toward Overcoming Social Exclusion

BEATRIZ LIDIA FAINHOLC

INTRODUCTION

The intent of the socio-cultural-educational approach for public policies is to strengthen social inclusion—an alternative to the existing lines. In general, this characterizes Latin American education. This approach provides a comprehensive framework and the cross perspective in face-to-face and virtual educational programs applying Freire’s Pedagogy and Cultural and Social Studies. This gives us inputs to contribute—under the umbrella of the Appropriate and Critical Education and Technology approaches—to the construction of a substantive equity and conviviality, by the concise application of ICT networks and derivative devices, articulated with its collaborative, dialogic, and participatory Freirean methodologies.

The combination with other pedagogical issues, such as problem-based learning methodology, self/peer evaluation, community designs of programs, learning centered in the students, should be the pillars of the decision makers of public policies, managers, professors, and tutors. These decision makers, by training, will recognize critical alternatives to the linear model of understanding the reality to replace them with situated and distributed, systemic-holistic and socio-technological approaches. ← 567 | 568 →

These interpretations are the result of experiences in Argentinean training of future professors, stressing the conditions of production and use of knowledge, more and more mediated by ICT, to improve the inclusion and use of emancipator proposals.

The teaching and learning in the digital culture are run by technological mediations and virtual networks beyond schools and...

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