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Social Transformation

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The conception of transforming education (progressive) presents a perspective of social transformation when understanding the education as a social political process; that is, in a conception dialectic, that sees the education as contradictory (because it conserves knowing and the culture, creates and, denying it the overcoming of to know and of the culture), and in social political interaction with determinative the cultural one of the society, that conceives in terms of contradiction, individual and society, and that it rejects the unilateralizao and the adaptation of the individual to the status quo; it rejects the adaptation of the individual to the attributed status, that in accordance with Oliveira (2003 b), to the independent attributed social status of the will of the individual, is the social status in which already she is born. This conception dialectic, for Pablo Freire, generates a pedagogia of the question, where all the educative citizens participate of the educative act, through the question, constructed in this dialogal and democratic process; with the objective of a critical conscience of the social reality to modify it, therefore the simple act to ask is the base of the overcoming of the reprodutivista and authoritarian pedagogical trend of the pedagogia of the reply (traditional). The Transforming Pedagogical Trend predominated in the formation of the thought pedagogical Brazilian, in the decade of 1980, causing conflict between the society and the education conservative, since the society desired an education democratic, in search of a social equality; influenced, over all, for progressive educators and the popular classrooms (OLIVEIRA, 2003). The Pedagogical Trend Transforming Libertarian and Description-Critical had fort influence in Karl Marx and Antonio Gramsci. The Pedagogical Trend Transforming Libertarian appeared in Brazil, influences marxist, in the understanding of the parts from the necessity to have a vision of all, since all it is more than what the addition of the parts. Thus, to know the process educational it is necessary, before, to understand the structure of the society (where the school exists).

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