Introduction Pedagogy Critical Paulo Freire
Eureka Education . Critical pedagogy developed understood to develop a critical awareness of the learner as theory and practice of education. Critical pedagogy emerged as a form of resistance is pedagogical practice, which dominated by power. Thus formation was substantially reduced. Critical pedagogy can basically be understood in two directions. First , critical pedagogy as a paradigm of thinking. In this case, the critical pedagogy on the basis of critical thingking is built to always question and criticize the training themselves in the basics of education, in the philosophical level, theories, systems, strategies and implementation. Both , critical pedagogy as a social movement. The ultimate goal of the critical pedagogy provides educational practice egalitarian, humane, democratic berbasisikan critical thingking among learners. The social movement critical pedagogy is conducted educational practice handcuff and do status quo .
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critical pedagogy arise because of the social situation, basically, which then affects the educational practice , Critical pedagogy holds that education must be substantially reduced, which should develop the human potential learners. So that education can head the learner to cope with the knowledge that there are not only organized irrelevant. In this case, is the realization that regardless of the dynamics of life learners. One of the characters that give great influence on the development of critical pedagogy, Paulo Freire is. Paulo Freire spent his childhood in a poor community and are familiar with hunger, around Recife Brazil. His background will then influence his thinking on education for the lower middle class.
through critical pedagogy Freire about the nature of education itself recalls, which is an attempt to humanize humans. So the expected man is playing a role in the dynamics of life through education. Freire criticized the educational practice which does not correspond to the time, the essence, he called educational practice that is performed as a "bank-style education". It is intended that the head of compared to a bank account learners ready to occupy COIN knowledge of teachers. Education organized conventionally, so that the truth of knowledge exists only in teachers. Freire sees it as a form of oppression. Because it will not develop human potential, if in the process of learning is passive. In the concept of bank-style education knowledge grace is granted even as those knowledgeable considered to be knowledgeable. The Bank style deny education and knowledge as the search process.
. For Freire, education is an effort that is changing the social dynamics Education opens door to the knowledge of the essence. Learning for Freire, someone should be able to build critical awareness. his critical awareness of the dynamics of the knowledge-based society sensitive and bring change to society. In this case, share Freire awareness in three stages, namely: the magical consciousness, naive consciousness and critical awareness. Freire understood the magical consciousness as consciousness, which is based on religious values. In an attempt to understand what has happened, people based opinion on religion. So, if there are problems in the dynamics of life, then the settlement is carried out by religious rituals. at the end, however, moved this religious ritual into a tradition. Then the naive consciousness is, it goes without saying that you have to realize that it was suppressed in a state or in discomfort and but could do the filing, this submission is not fully on what is really happening. While critical consciousness, the consciousness of a person or company that he is able to not pleasant and to provide capable conditions which make it possible to make the problems changes. In another sense, critical awareness awareness of reality is changing. revive
then to achieve critical consciousness, Freire implementation Education at the opening of the reality of a society that really happened, then identify the needs of society. Freire calls the concept of education provision as problems. So someone who has learned to be able to understand the social reality critically and with basic knowledge are expected to be able to form a solution to improve the dynamics of the community, more empowered.
Thus is understood that the implementation of Education can not be separated from the dynamics of the community, because the nature of critical pedagogy schools as institutions meandang is a function in the social dynamics of the community. understood as formations school functioning society in the conversion of knowledge and the culture of the peseta learners. So what is learned by the students, is inextricably pengembangang of society dynamics.
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