Las pedagogías de la comunidad a través de investigaciones locales en el contexto urbano de Bogotá
Sinopsis
Es difícil pensar en una manera más apropiada para celebrar el quincuagésimo aniversario del trabajo fundamental de Paulo Freire, Pedagogía del oprimido (1970/1968), que la publicación de Las pedagogías de la comunidad a través de investigaciones locales en el contexto urbano de Bogotá. Este volumen es un testimonio de los maestros como intelectuales creativos y transformadores (Giroux, 1988), capaces de crear un currículo interesante y enriquecedor que acoge y honra los múltiples activos e identidades presentes en nuestras comunidades locales. Y, dadas las realidades desafiantes que enfrentan los maestros y estudiantes a principios del siglo XXI, particularmente aquellos que trabajan y aprenden en escuelas públicas de escasos recursos y que reciben presupuestos deficientes para funcionar en nuestros centros urbanos, este volumen es más necesario que nunca.
Capítulos
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Presentación
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Introducción
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Parte 1Maestros aprendiendo sobre la comunidad
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Capítulo 1Leer la comunidad críticamente en la era digital: una mirada desde las multiliteracidades
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Capítulo 2Las literacidades de los estudiantes de inglés desde indagaciones locales en una experiencia multimodal
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Capítulo 3La indagación sobre el refrigerio escolar para construir convivencia en la clase de inglés
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Capítulo 4Hacia una educación comunitaria en el aula de inglés con niños en condición vulnerable
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Parte 2Los formadores que aprenden de los maestros y sus comunidades
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Capítulo 5Las realidades sociales y culturales de los barrios de la localidad de San Cristóbal: una opción para indagar a través del Simonu en el Colegio El Rodeo
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Capítulo 6Estudio de las fuentes de contaminación en el entorno escolar que afectan el medio ambiente en el Colegio Codema: acciones de los estudiantes para la comunidad
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Capítulo 7Una mirada al entorno y las manifestaciones estético-políticas de los jóvenes en la comunidad alfonsina
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Parte 3Reflexiones sobre pedagogías situadas y literacidades: críticas que resignifican la formación docente
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Capítulo 8Discusión de los resultados
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Capítulo 9Repensar la formación docente desde el caso de los niños embera en Bogotá
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Conclusiones
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Epílogo
Descargas
Referencias
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