Criando pontes entre identidade, cultura e nação: o uso de Freire no intercâmbio estudantil em Gana
DOI:
https://doi.org/10.11606/issn.1982-8160.v15i3p143-167Palavras-chave:
Identidade, Cultura, Paulo Freire, Gana, Intercâmbio estudantilResumo
Este ensaio mostra como a pedagogia de Paulo Freire tem informado um intercâmbio anual imersivo e de longa duração de estudantes de jornalismo e comunicação da Universidade de Oregon, EUA, em Gana, África Ocidental. Os alunos são diversos por classe econômica, identidade racial e étnica, gênero, sexualidade, deficiência e formação cultural. Eles são duplamente desafiados a viver juntos e a trabalhar em diferentes estágios em um ambiente cultural desconhecido, ao lado de ganeses, enquanto completam tarefas e atingem resultados de aprendizagem do programa. Os conceitos e métodos de Freire buscam quebrar barreiras entre professores e alunos e capacitar todos os participantes ao mesmo tempo em que os engajam na formação educativa.
Downloads
Referências
Adichie, C. N. (2009). The danger of a single story. TED Conferences. https://bit.ly/3j6ohnY
Amenuti, N. (2019). CNN documentary “Troubled waters”: The art of disinformation. Grandmother. https://bit.ly/3y7rc3T
Armor, C. (2013, 23 de julho). Real worlds collided: The burglary. Media in Ghana. https://bit.ly/3khuT27
Benner, R. (2016a, 2 de agosto). Gender in Ghana. Media in Ghana. https://bit.ly/3ya3a8u
Benner, R. (2016b, 14 de julho). Not all difference is created equal. Media in Ghana. https://bit.ly/3y5zxoF
Berti, A. (2018, 5 de abril). Men account for 90% of all global millionaires. Verdict. https://bit.ly/3kiSkId
Credit Suisse (2019, outubro). Global wealth report 2019. Credit Suisse Research Institute.
Crenshaw K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 124-199. https://doi.org/10.2307/1229039
Custódio, L., & Gathuo, M. (2020). Connections with Paulo Freire’s legacy in anti-racism media activist collaboration in Finland. Commons. Revista de Comunicación y Ciudadanía Digital, 9(2), 133-158. https://doi.org/10.25267/COMMONS.2020.v9.i2.04
DeFillipo, C. (2017, 13 de novembro). [Postagem de blog]. Media in Ghana. https://bit.ly/3mpyspz
Dewey, J. (1944). Democracy and education. The Free Press.
Fahrion, L. (2019, July 21). Religion. Media in Ghana. https://bit.ly/3jabrEY
Freire, P. (1970). Pedagogy of the oppressed [Pedagogia do oprimido] (M. B. Ramos, Trad.). Herder and Herder.
Freire, P. (1974). Education for critical consciousness. Bloomsbury Academic.
Freire, P. (1998). Teachers as cultural workers. Letters to those who dare teach. (D. Macedo, D. Koike & A. Oliveira, Trad.). Westview Press.
Frye, M. (1983). The politics of reality: Essays in feminist theory. Crossing Press.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin & Garvey.
Goulet, D. (1974). Introduction. In P. Freire, Education for critical consciousness (pp. vii-xiii). Bloomsbury Academic.
Gregory, C. R. (2011a, 16 de junho). No postcards here. Media in Ghana. https://bit.ly/3kk2d8L
Gregory, C. R. (2011b, 9 de julho). Heightened contrasts. Media in Ghana. https://bit.ly/3mlmJsc
Hagen, O. (2017, 27 de novembro). [Postagem de blog]. Media in Ghana. https://bit.ly/3zaahPA
Hampton, E. (2015, 30 de junho). First day blues. Media in Ghana. https://bit.ly/3sBOP3m
Hausman, L. (2012, 26 de julho). Church: The three-hour ride. Media in Ghana. https://bit.ly/3sFyGKr
Higdon, K. (2016, 9 de agosto). A Ghanaian day in 3ish minutes. Media in Ghana. https://bit.ly/2UDs8zk
hooks, b. (1993). bell hooks speaking about Paulo Freire: The man his work. In P. McLaren & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 146-154). Routledge.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
Keenon, A. (2011, 13 de julho). Deafness in Ghana. Media in Ghana. https://bit.ly/3sFCon6
Keenon, A. (2018, 10 de janeiro). [Postagem de blog]. Media in Ghana. https://bit.ly/3gnBG9w
Kolb, D. A. (1984). Experiential Learning. Prentice-Hall.
Machado, D., & Freire, A. M. A. (1998). Forward. In P. Freire, Teachers as cultural workers. Letters to those who dare teach (pp. ix-xix). Westview Press.
Madison, E., & Steeves, H. L. (2014). Intercultural dialogue through immersive learning: Media internships in Ghana, West Africa. In S. H. Culver & Kerr, P. (Eds.), Global citizenship in a digital world, MILID yearbook 2014 (pp. 215-226). Nordicom.
Malone, C. (2018, 8 de agosto). On kindness and generosity. Media in Ghana. https://bit.ly/3gkxXt6
Melkote, S. R., & Steeves, H. L. (2015). Communication for development: Theory and practice for empowerment and social justice. Sage.
Morrison, D. (2019a, 10 de julho). Elmina castle. Media in Ghana. https://bit.ly/2Wkbohj
Morrison, D. (2019b, 29 de julho). My beautiful dark twisted internship. Media in Ghana. https://bit.ly/3ydkwkF
Neal, B. (2016, 4 de agosto). The generosity of Emerge. Media in Ghana. https://bit.ly/3sBjaz8
O’Leary, F. (2019a, 26 de julho). Adjusting. Media in Ghana. https://bit.ly/3goSOLU
O’Leary, F. (2019b, 3 de agosto). Then & now. Media in Ghana. https://bit.ly/3j4Lua6
Oyěwùmí, O. (1997). The invention of women: Making an African sense of western gender discourses. University of Minnesota Press.
Port, E. (2018). Worldly realities: Women as the other. Media in Ghana. https://bit.ly/3sBooLo
Rasmussen, P. (2013). The folk high school: Denmark’s contribution to adult education. In P. Mayo (Ed.), Lifelong learning and the learning society (pp. 219-229). Sense Publishers.
Robinson, M. (2019, 8 de julho). Reflections on Elmina. Media in Ghana. https://bit.ly/3sDEQum
Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.
Steeves, H. L. (2006). Experiencing international education: An internship program in Ghana, West Africa. Journalism & Mass Communication Educator, 60(4), 360-375. https://doi.org/10.1177/107769580506000405
Steinkoph-Frank, H. (2015, 4 de agosto). Take me to church. Media in Ghana. https://bit.ly/3y6o1cD
Stromquist, N. P. (2014). Freire, literacy, and emancipatory gender learning. International Review of Education, 60, 545-558. https://doi.org/10.1007/s11159-014-9424-2
Suzina, A. C., & Tufte, T. (2020). Freire’s vision of development and social change: Past experiences, present challenges, and perspectives for the future. The International Communication Gazette, 82(5), 411-424. https://doi.org/10.1177/1748048520943692
Thomas, P. (1994). Participatory development communication: Philosophical premises. In S. White, K. S. Nair, & J. Ascroft (Eds.), Participatory communication: Working for change and development (pp. 49-59). Sage.
Tilley, E., & Kalina, M. (2021). “My flight arrives at 5 am, can you pick me up?”: The gatekeeping burden of the African academic. Journal of African Cultural Studies. https://doi.org/10.1080/13696815.2021.1884972
Topping, E. (2019, 30 de julho). Parallels of poverty between Ghana and the United States. Media in Ghana. https://bit.ly/3AZykRK
Tufte, T., & Mefalopulos, P. (2009). Participatory communication: A practical guide. (World Bank working paper n. 170). The World Bank.
University of Oregon (2013). Retracing the footsteps of slaves – Elmina Castle – Ghana, West Africa [Vídeo]. Vimeo. https://vimeo.com/74009506
Wainaina, B. (1992). How to write about Africa. Granta 92. https://bit.ly/2WhzlFB
Wright (2019, 10 de agosto). Being the only black girl on a trip to Africa. Media in Ghana. https://bit.ly/3sBTbYi
Yang, C. (2016). Encounters between the ‘oppressed’ and the ‘oppressor’: Rethinking Paulo Freire in anti-racist feminist education in Sweden. Race Ethnicity and Education, 19(4), 835-855. http://dx.doi.org/10.1080/13613324.2014.885421
York, C. (2013, 23 de julho). What you learn about life when your life gets stolen. Media in Ghana. https://bit.ly/3kcA6Ix
Young, K. (2017, 3 de novembro). Ghana social marketing foundation. Media in Ghana. https://bit.ly/2WaguNk
Downloads
Publicado
Edição
Seção
Licença
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution (CC BY-NC-SA 4.0) que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista para fins não comerciais.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
