Autonomy Pedagogy

Approaches to the pedagogy of autonomy, with libertarian influence, usually distinguish educational objectives in three categories:

  • the pedagogies of emancipation, which concern themselves with the development of individuals and or transformation of society;
  • education as a reproduction of knowledge, techniques and values; (see critical of traditional school)
  • and the “pedagogy of redemption”. The pedagogy of redemption is little used in the design of education systems, referring to other social institutions, correction and / or adult 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, part of the students’ participation in groups values ​​decision-making processes for participatory democracy. Libertarian pedagogy has several points of convergence with some pedagogical proposals, such as the Modern Method, The MEM, Peace Education, Freedom Education.

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.

Based on group work, each individual is free to choose to participate. But 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. In South America there is the influence of Michel Lobrot and Paulo Freire. At Europo, it sometimes refers to the influence of the work of Célestin Freinet, and 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 A.S. Neill

Elementos de trabalho

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