Critical-Pedagogy-Paulo-Freire. on TTSCOLpptx

Topic on critical pedagogy

1. Caroline C. Binlingan BEE-3 Reporter CRITICAL PEDAGOGY

2. PAULO FREIRE (1921-1997) Paulo Reglus Neves Freire was born in Recife ,Brazil in 1921 . He was a Brazilian educator and philosopher known for his critical pedagogy approach. His most famous work is his book “Pedagogy of the Oppressed” His insight were rooted in the social and political realities of the children and grandchildren of former slave

3. CRITICAL PEDAGOGY AND DIALOGUE VS THE BANKING MODEL OF EDUCATION Education and literacy are the vehicle for social change. In his view,human must learn to resist oppression and not become its victims nor oppressed others. Paulo Freire saw teaching and learning a process of inquiry and active process

4. BANKING METHOD OF EDUCATION The banking approach was widespread in the 20th Century. It involved teacher transmission of information to ‘fill’ students’ minds like they are empty vessels waiting to be loaded up with facts. there is too much teaching, not enough learning Teacher Student

5. CRITICAL PEDAGOGY Friere’s critical pedagogy is problem-posing education. problem-posing education is a teaching method that emphasizes the active creation of knowledge by students. it aims to develop critical thinking, creativity, and the ability to find solutions to real-world problems. According to Freire, the way to ‘liberate’ students from this damaging form of education was to change the roles of the teacher and student. Students needed to be empowered to take control of their own learning. Teacher Student

6. Six characteristics of P roblem- P osing E ducation Learners are conscious and capable. Learning takes place through problem-solving. Learning must be practical. Students and teachers are co-investigators. The teacher learns from the students. Learning is a Process of Becoming

7. KEY CONCEPT OF PROBLEM-POSING

8. 1. PRAXIS - the way of education that is based on and shape by values refers to the integration of action and reflection through which learners seek to understand the world around them and act to transform it. It is not enough for people to come together in dialogue in order to gain knowledge of their social reality.  They must act together upon their environment in order critically to reflect upon their reality and so transform it through further action and critical reflection

9. 2. CONSCIENTIZATION is what feire called the process by which the student and teacher become more aware of themselves in the world which lead to specific teaching and learning. this describe the process which teacher and learner develop a critical understanding of their lives by reflecting on and acting on what they see. A democratic relationship between the teacher and her students is necessary in order for the conscientization process to take place.

10. 3. DIALOGUE A central element of Freire’s pedagogy he beleive that through sincere dialogues, respect and understanding would rise according to freire” the teacher no longer merely the one who teaches but the one who is himself/herself taught in dialogue with the students who intell while being taught also teaches.”

11. Summary Problem-posing education is an active learning strategy that empowers students in the classroom. It encourages learning that is connected to problems that are relevant and interesting to students’ lives. It requires changing the roles of the teacher and students so the teacher relinquishes authority, embraces uncertainty, and encourages class co-investigation.

12. “ Education does not transform the world. Education changes people. People change the world. ” - Paulo Freire