Curriculum and Social Reality in Paulo Freire on Higher Education

Curriculum and Social Reality in Paulo Freire on Higher Education

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University of Illinois at Chicago CI 550 Conflicts in Curriculum Development Dr. Marvin Lynn Edgar Matallana Curriculum and Social Reality in Paulo Freire on Higher Education "Reflection and action upon the world in order to transform it." Through praxis, oppressed people can acquire a critical awareness of their own condition, and, with their allies, struggle for liberation.” Paulo Freire This eassy show us the praxis model of curriculum theory in the conversations between Paulo Freire and faculty members of the National University of Mexico in 1984. Before we express main ideas of this "dialogue" with Freire, a background historical and conceptual is presented. The way we understand and theorize curriculum has altered over the years. The meaning has its origins in the running/chariot tracks of Greek, and it was explained in modern times by John Franklin Bobbitt in 1918 as the course of deeds and experiences through which children become the adults they should be, for success in adult society [1] . Thirty-two years later, curriculum is defined as all learning experiences that students gain as a result of the planning, guidance and supervision of the educational institution, whether individual or group, and within or outside the school, in pursuit of certain educational purposes [2] . In the U.S., each state builds its curriculum with great participation of national academic subject groups selected by the United States Department of Education. The National Curriculum for England in English schools, and in Australia each state's Education Department establishes curricula. In worldwide the UNESCO's International Bureau of Education has the primary mission to implement curricula. In general, curriculum means the range of courses from which students choose what subject matters to study, and a specific learning program. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, [ 1] Bobbitt, John Franklin. The Curriculum. Boston: Houghton Mifflin, 1918. [ 2] Tayler, Ralph “Basic Principles of Currículum” University of Chicago Press, 1950.
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specialized teaching of each [3] . A interesting opinion about curriculum was given by F. Ortega in the conversations between Freire and professors of the UNAM in Paulo Freire on Higher Education. “The terminology seemed alienating. For example, the term curriculum is not ours; it is an American term and nobody knows what it means. We generally use it to refer to our old term of study plans and programs [planes y programas de estudio]. As far as I am concerned, this term had to be questioned and analyzed. Nonetheless, for the purposes of this discussion, I would use it to mean "the institutional life.''” Who was Paulo Freire? He was born in Brazilian in the city of Recife in 1921 , he developed theories- Pedagogy of the Oppressed-that have been used, especially in Latin America, Africa and Asia, to bring literacy to the poor and to transform the field of education. His emphasis on dialogue has concerned with popular and informal education. It should involve people working with each other. To
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