Suchergebnisse

No presenta resumen

"In first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as an essentially important way of learning in a globalized world."--

This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world

Abstract
This article discusses the origins and structure of what for the lack of a better term I will call the 'Paulo Freire System'. Focusing on the historical experience of Angicos which catapulted Freire to world fame as an adult educator, a major claim of this article is that Freire's work was a much more ambitious and revolutionary project than transforming adult education and literacy training becoming another landmark in the history of popular education in the region. The Angicos experience connecting public education with popular culture, the system that Freire and associates imagined in the sixties aimed for a profound and revolutionary transformation of public education in Brazil. With his exile in 1964, popular education becomes a model that could deeply affect public education worldwide. Represented theoretically in the pages of Pedagogy of the Oppressed, a pedagogical classic of the twenty first century, education is for Freire critical hermeneutics, addressing the dilemmas of citizenship building with a postcolonial ethics.

Paulo Freire is perhaps the best-known educator in the world and his work has inspired a generation of progressive teachers and even socialist educational projects. Freire's principle of education as a cultural action, his conceptualization of concientização––the process of concientization or consciousness raising––and his approach to adult literacy education have been adopted and adapted by many educational initiatives in which in which the learning activity takes into account socio-political context or significant situations in which it takes place. But what is the political origin of Freire's theory and practice? What is the political content of his so-called method? How is it that Freire's ideas have has such a lasting impacting spreading over decades and across the globe? This text attempts to answer these questions. I investigate the development of Freire from the beginning of his work in Brazil and Chile, through efforts to apply his method in different cultural environments of Africa as well as his return to Brazil in the 80s and the beginning of the 90s until his untimely death. ; peer-reviewed

Es este ensayo se reflexiona sobre la poesía infantil de Emma Gamboa Alvarado (1901-1976), por ello, se indaga en algunos textos literarios que nutrieron su trabajo, como los creados por costarricenses: Omar Dengo, Joaquín García Monge, Roberto Brenes Mesén y Carmen Lyra; así como voces extranjeras: José Martí, Gabriela Mistral, Claudia Lars, Rabindranath Tagore y Walt Whitman. Se presentan postulados, propuestos por Gamboa, sobre la democratización de la lectura, surgidos con motivo de la organización de la Primera Feria Nacional del Libro llevada a cabo en Costa Rica en 1954. Se estudia, asimismo, una poética de su trabajo, sustentada en sus artículos literarios y entrevistas que le hicieron, y se contrasta con posturas teóricas de su tiempo y la actualidad, con el fin de recomendar la reedición de su obra, principalmente aquella que dirigió a la niñez. ; This essay is a reflection on the poetry of Emma Gamboa Alvarado (1901-1976), with a specific emphasis on children´s poetry. It also explores literary texts that influences her work, most written by Costa Ricans, such as Omar Dengo, Joaquín García Monge, Roberto Brenes Mesén and Carmen Lyra. The foreign voices of José Martí, Gabriela Mistral, Claudia Lars, Rabindranath Tagore and Walt Whitman were also influential. As a result, Gamboa proposed the idea of the democratization of reading while organizing the First Costa Rican Book in 1954. Literary articles and interviews regarding the author´s poetry were also used and contrasted with theoretical positions of her time as well as the present day. A recommendation is made to reprint the work of this author to foster knowledge of her poetry, particulary that aimed at children.

The year 2020 commemorates one-hundred years since the Costa Rican classic, Los cuentos de mi tía Panchita (Tales of my Aunt Panchita), by Carmen Lyra and edited by Joaquín García Monge, was first published. This article sets forth some of the educational, literary and political circumstances that led to the publication of a singular literary work for children that compiled Costa Rica´s most celebrated folk tales. Emphasis is made on folklore and the importance of its publication in the children's periodical, San Selerín, which led to the establishment of a Children's Literature Department at the Costa Rican Teachers College and also looks at the role of the author in the different social movements that led to the fall of the Tinoco brothers´ dictatorship. The collection of stories recreates arguments previously contributed by authors Fernan Caballero from Spain and Joel Chandler Harris from the United States. Other sources are also studied, such as a compilation of popular Spanish Folk and Fairly Tales by Antonio Rodríguez Almodóvar. Even now, in the 21 century, Los cuentos de mi tía Panchita may be deemed to be politically incorrect, given its use of grammatical construction and vocabulary of conservative individuals that may be considered inappropriate for children. Yet, it is a literary work that reflects the eagerness of the author and editor to disseminate popular culture and represent their avant-garde positions. ; En el año 2020 se conmemoran cien años de la publicación del libro Los cuentos de mi tía Panchita, escrito por Carmen Lyra y editado por Joaquín García Monge. En este ensayo se presenta la descripción de algunas condiciones educativas, literarias y políticas las cuales caracterizaron la época de su primera edición y que permitieron se difundiera una obra dedicada a la niñez, donde se recopilaban cuentos populares recogidos en Costa Rica. Se destaca la importancia que se dio al folclor, la injerencia de la publicación de la revista San Selerín, la fundación de la Cátedra de Literatura Infantil en la Escuela Normal y el papel que desempeñó la autora en los movimientos sociales que provocaron la caída de la dictadura de los hermanos Tinoco. Se evidencia que esta colección de cuentos contiene recreaciones de argumentos que fueron aportados, previamente, por Fernán Caballero en España y Joel Chandler Harris en Estados Unidos. También se estudian otras fuentes como los cuentos populares españoles recopilados por Antonio Rodríguez Almodóvar. Aún en el siglo XXI, Los cuentos de mi tía Panchita puede ser considerado como un libro políticamente incorrecto pues hace uso de construcciones gramaticales y léxico que personas conservadoras podrían considerar inapropiadas para la niñez. Es una obra que refleja el afán por difundir las culturas populares y que representa las posturas vanguardistas de su escritora y editor.