Can the thinking of Paulo Freire help us to interpret the current educational scene? What reflections may be set motion today by an in-depth reading of his work? This paper, based on a study conducted in Italy and Brazil over the period 2014-2016 on the theme of educational continuity for children aged 0-10 years, offers Freire's ideas as a guide to understanding. This adoption of a Freirean interpretive framework stems from the three authors' research journey through the Brazilian education system. Our feelings of disorientation and the loss of cultural reference points that had previously formed our sole – and largely unconscious - interpretive model, prompted us to engage more closely with Freire's writings, in search of answers to highly complex questions. Reading Freire in light of our research data yielded a set of completely new hypotheses, which in turn became our guide to interpreting our journey of inquiry. Specifically, the four cardinal directions now orienting our reflexive positioning were: school/community - the school as a social and political community; the figure of the teacher/educator - political and social positioning; practice - the paramount importance of practice accompanied by reflection; freedom - education as the practice of freedom. In parallel with this gradual recovery of shared meaning, we gathered key Brazilian informants' accounts of Paulo Freire's major influence on their professional practice. We conclude that while our research journey proved less straightforward than anticipated at the outset, it led us to explore Freire's pedagogical reflection in new depth and to appreciate the continuing value of his work in the contemporary era, as a powerful interpretive lens to be brought to bear on a constantly evolving educational scenario

Il pensiero di Paulo Freire può aiutare a interpretare la nostra realtà educativa? Quali riflessioni può muovere nei tempi attuali la lettura approfondita dei suoi testi? Lo scritto qui presentato, partendo da una ricerca realizzata in Italia e in Brasile, dal 2014 al 2016, sulla continuità nella fascia 0-10 propone le parole di Freire come piste di comprensione. Questo accostamento si è reso necessario al termine di un viaggio all'interno dei servizi educativi brasiliani che hanno compiuto tre ricercatrici. Accanto a questo percorso di riflessione si sono volute collocare alcune autorevoli voci di professionisti brasiliani che hanno sperimentato negli anni il forte influsso del pensiero di Paulo Freire sulle loro azioni

Infantino, A., Zuccoli, F., Goulart de Faria, A. (2017). Ripensare la continuità educativa grazie a Paulo Freire: una ricerca tra Italia e Brasile. In P. Ellerani, R. Demetrio (a cura di), Paulo Freire pedagogista di comunità: libertà e democrazia in divenire (pp. 105-118). Salento : Università del Salento-Coordinamento SIBA [10.1285/i9788883051333].

Ripensare la continuità educativa grazie a Paulo Freire: una ricerca tra Italia e Brasile

Infantino, A
;
Zuccoli, F
;
2017

Abstract

Can the thinking of Paulo Freire help us to interpret the current educational scene? What reflections may be set motion today by an in-depth reading of his work? This paper, based on a study conducted in Italy and Brazil over the period 2014-2016 on the theme of educational continuity for children aged 0-10 years, offers Freire's ideas as a guide to understanding. This adoption of a Freirean interpretive framework stems from the three authors' research journey through the Brazilian education system. Our feelings of disorientation and the loss of cultural reference points that had previously formed our sole – and largely unconscious - interpretive model, prompted us to engage more closely with Freire's writings, in search of answers to highly complex questions. Reading Freire in light of our research data yielded a set of completely new hypotheses, which in turn became our guide to interpreting our journey of inquiry. Specifically, the four cardinal directions now orienting our reflexive positioning were: school/community - the school as a social and political community; the figure of the teacher/educator - political and social positioning; practice - the paramount importance of practice accompanied by reflection; freedom - education as the practice of freedom. In parallel with this gradual recovery of shared meaning, we gathered key Brazilian informants' accounts of Paulo Freire's major influence on their professional practice. We conclude that while our research journey proved less straightforward than anticipated at the outset, it led us to explore Freire's pedagogical reflection in new depth and to appreciate the continuing value of his work in the contemporary era, as a powerful interpretive lens to be brought to bear on a constantly evolving educational scenario
Capitolo o saggio
educational continuity; journey; professional practice; reflection; freedom
continuità educativa, viaggio, pratiche professionali, riflessione, libertà
Italian
Paulo Freire pedagogista di comunità: libertà e democrazia in divenire
Ellerani, P; Demetrio, R
2017
978-88-8305-133-3
Università del Salento-Coordinamento SIBA
105
118
Infantino, A., Zuccoli, F., Goulart de Faria, A. (2017). Ripensare la continuità educativa grazie a Paulo Freire: una ricerca tra Italia e Brasile. In P. Ellerani, R. Demetrio (a cura di), Paulo Freire pedagogista di comunità: libertà e democrazia in divenire (pp. 105-118). Salento : Università del Salento-Coordinamento SIBA [10.1285/i9788883051333].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/177861
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