Abstract
In this article, we relate the concept of unity in diversity, developed by Paulo Freire, to educational actions that promote both academic achievement and improvement in social coexistence in diversity. Initially, we present key concepts elaborated by the author in different publications and we emphasize its relevance. Subsequently, we highlight the concept of unity in diversity and how it underpins Successful Educational Actions (SEA) for Youth and Adult Education, based on the results of a qualitative case study, developed between 2014 and 2016. Finally, we highlight the way that the theory and the comprehension that Paulo Freire offers us remains alive and current, mainly by demonstrating the history that has been built by men and women in favor of humanization and democratic education.
Highlights
In this article, we relate the concept of unity in diversity, developed by Paulo Freire, to educational actions that promote both academic achievement and improvement in social coexistence in diversity
We highlight the concept of unity in diversity and how it underpins Successful Educational Actions (SEA) for Youth and Adult Education, based on the results of a qualitative case study, developed between 2014 and 2016
We highlight the way that the theory and the comprehension that Paulo Freire offers us remains alive and current, mainly by demonstrating the history that has been built by men and women in favor of humanization and democratic education
Summary
Os dados aqui apresentados fazem parte de uma pesquisa mais ampla desenvolvida entre os anos de 2014 e 2016 a partir de um estudo de caso qualitativo em relação à transformação da primeira escola de Educação de adultos no Brasil em Comunidades de Aprendizagem (MELLO; BRAGA, 2018). Especificamente, as técnicas de coleta utilizadas na pesquisa abordaram momentos individuais (entrevistas comunicativas – EC; relatos comunicativos de vida cotidiana – RC; momentos coletivos (grupo focal comunicativo - GC) e observações comunicativas - OC), considerando a participação de sujeitos envolvidos no processo de transformação da escola em CA (coordenador geral, coordenador de apoio, professores, estudantes, voluntariado). Nos anos de 2014 e 2015, a coleta foi realizada ao final do ano letivo, para que os participantes tivessem visão global do processo; e, no ano de 2016, foram complementados dados com entrevistas com duas voluntárias, com o coordenador geral e com uma coordenadora de apoio da EJA na escola
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