침묵문화를 해체하는 프레이리의 교육실천론

Abstract

The purpose of this study was to investigate the theory of educational practice to break the culture of silence as conceptualized by Paulo Freire. The study was conducted by reflecting Freire’s dichotomous way of thinking with a theoretical reference framework to approach the research subject. The intention was to discuss the establishment of Freire’s fundamentalist educational theory based on this purpose and method. The discussion thus far can be summarized as follows. Firstly, the banking model of education must be converted into problem-posing education. To establish the model of problem-posing education, it is necessary to first construct an essentially democratic social environment with an educational basis, and both structuring and planning of problem-posing curriculum are demanded. Secondly, anti-dialogue pedagogy must be converted to dialogue pedagogy. To practice dialogue pedagogy, dialogue classroom relationships must be established. The process of dialogue education must entail subject formation, critical research, and dialogue teaching processes. Thirdly, instructors functioning in a problem-posing educational model must be faithful to their roles as cultural workers, curriculum makers, and organic intellectuals. In particular, their activities as organic intellectuals must concentrate on cultivation of critical reflection ability, an impetus for democratic cultural revolution, fundamental learning ability and permission for freedom of thought and expression.