For a pedagogy of the great planetarian urgencies

Authors

  • Balduíno Antonio Andreola Centro Universitário La Salle, Porto Alegre, Rio Grande do Sul

DOI:

https://doi.org/10.5902/198464443050

Keywords:

Education, urgency, barbarity, hope, dialogue.

Abstract

Paulo Freire wrote, in his Third Pedagogical Letter: “If education alone does not transform society, without it, society does not change either.”(FREIRE, 2000, p. 67). In this perspective, education cannot restrict itself to the problems of the classroom. In its necessary ethic-politic dimension, it must contribute for the solutions of problems so serious today, that they concern with the surviving of the very humanity and of the planet as a whole. It is at stake, therefore, of thinking the education in terms of maximum urgency, or of planetary “limit-situations”. The main goal of this article is to quest in as much in works of different authors as in innovator projects, elements for that one I name “pedagogy of the great urgencies”. The question that I raise, for me and for those who read me, is this: Which is the contribution that falls to us to give as educators, for the building of a world more humane and having solidarity, in an age that many scholars consider characterized by different and cruel forms of barbarity?

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Published

2011-09-14

How to Cite

Andreola, B. A. (2011). For a pedagogy of the great planetarian urgencies. Education, 36(2), 313–330. https://doi.org/10.5902/198464443050

Issue

educação, v. 36, n. 2, maio/ago. 2011

Section

Continuous Demand

License

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