Pedagogy for autonomy is a non-directive pedagogy that is based on learning circles, mediated by the teacher in a formal educational context, or in an informal context in the communities.
This Gallery of Educators for Autonomy is an effort to bring together biographies of educators who influence this pedagogical current in order to make a chronological movement on critical pedagogical thinking.
- Autonomy Pedagogy
- Decolonial Pedagogy
- Paulo Freire
- Catherine Walsh
- Enrique Dussel
- Caribbean Experiences
- Orlando Fals Borda
- Manuel Zapatta Olivella
- Outras Experiencias
- Brazilian Experience
- Art Education
- MEM – Modern School Movement
- Project Method
- Waldroff Pedagogy
- Affection Pedagogy
- Criticism of Traditional Pedagogy
- Remote Background
- New School – Precursors
- Soviet Revolutionary Pedagogy
- Educational psychology
- Sociology of Education
- Anthropology of Education
The pedagogy of the autonomy of libertarian influence fits into the lines of transformation of individuals and society, emphasizing the libertarian, nonviolent and self-managed dimension of processes.
As an educational practice, it values students’ participation in learning groups, values decision-making processes for participatory democracy.
Pedagogy for libertarian autonomy has several points of convergence with other pedagogical proposals, such as the Modern Method -MEM, Peace Education, Education for Peace, The Affection Pedagogy and Decolonial Pedagogy.
The pedagogical experience involves the production of relevant group knowledge, the reflection of the lived experiences and the proposal to develop a self-managed action process. The educational process is always anti-authoritarian, non-violent non-directive.
The role of the teacher is in this sense a mediator who helps and advises in the development of activities, and can perform some non-directive tutoring, starting from the identification that each student makes of their needs.
In the proposal of Pedagogy of Autonomy the learning spaces are plural and multifunctional, developing based on group work, where each individual has the freedom to choose to participate. It is a pedagogical principle that the group should discuss all issues, and should develop multi-member integration activity.
Autonomy pedagogy seeks to develop relevant knowledge. For this reason, the process evaluation measure is its suitability to social practice and its potential use.
Alexander Neill and Carl Rogers are major influencers of the Pedagogy of Autonomy. We must not forget the proposals of the Catalan libertarians in the early twentieth century, such as Francisco Ferrer. In South America there is the influence of Paulo Freire, Michel Lobrot and Fals Borda.
In Europe sometimes refers to the influence of the work of Célestin Freinet, and of the Modern School Movement. Some schools “Paideia” Free School; Paul Robin’s Orphanage Cempuis (1880 – 1894), The Movement of the Modern Schools (1901 – 1953), started by Francesc Ferrer i Guardia, The Hive (1904 – 1917), by Sébastien Faure. Summerhill (1921 – present), by Alexander Neill. In Africa we found no contributions to the Pedagogy of Autonomy.