發(fā)布時(shí)間：2018-03-18 23:29

  本文選題：保羅·弗萊雷　切入點(diǎn)：被壓迫者教育學(xué)理論　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：保羅·雷古勒斯·內(nèi)維斯·弗萊雷(Paulo Regulus Neves Freire),簡(jiǎn)稱保羅·弗萊雷(Paulo Freire),是批判教育和大眾教育領(lǐng)域的標(biāo)志性人物。后人對(duì)他的贊譽(yù)不勝枚舉,如“20世紀(jì)的盧梭”、“當(dāng)代的約翰·杜威”、“日內(nèi)瓦的救世主”等等。筆者在7年的教育學(xué)學(xué)科的學(xué)習(xí)過(guò)程中,對(duì)保羅·弗萊雷的探究興趣始終不減。進(jìn)入比較教育學(xué)的領(lǐng)域后,筆者對(duì)發(fā)展中國(guó)家在該領(lǐng)域話語(yǔ)權(quán)地位的缺失深以為然。研究保羅·弗萊雷—一位來(lái)自發(fā)展中國(guó)家,在國(guó)際世界享有崇高聲譽(yù)使筆者對(duì)該現(xiàn)狀的一種反向反思。根據(jù)《被壓迫者教育學(xué)》以及保羅·弗萊雷的一些其他著作,人們將他的理論稱為解放教育學(xué)或被壓迫者教育學(xué)理論。通過(guò)各種渠道,筆者發(fā)現(xiàn)對(duì)保羅·弗萊雷的研究多集中于對(duì)該理論內(nèi)容的解讀,但對(duì)該理論形成背景的詳細(xì)論述相對(duì)較少。研究被壓迫者教育學(xué)理論的形成因素可以幫助筆者在一定程度上解決發(fā)展中國(guó)家話語(yǔ)權(quán)地位低的疑問(wèn)。通過(guò)對(duì)資料的整理及加工,筆者將眾多因素歸為三大類——家庭因素、社會(huì)及時(shí)代背景因素、理論源泉。第一章,分析保羅·弗萊雷成長(zhǎng)的家庭背景,并要特別指出他的父親給他帶來(lái)的影響。該部分透過(guò)細(xì)節(jié)如保羅·弗萊雷父親對(duì)他幼年教育方法的選擇,和對(duì)他選擇宗教時(shí)的態(tài)度的反應(yīng),說(shuō)明父親的做法對(duì)他日后“對(duì)話”和“掃盲教育”概念的提出的影響。同時(shí),出于剔除母親因素和避免自上而下的慣性思路,筆者將保羅·弗萊雷和盧梭(Rousseau)作了簡(jiǎn)要的對(duì)比,通過(guò)對(duì)比進(jìn)一步說(shuō)明幼年時(shí)期父親教育對(duì)保羅·弗萊雷的影響。第二章,分析被壓迫者教育學(xué)理論形成的社會(huì)及時(shí)代背景。該部分是本文的重點(diǎn)。該章主要分為兩個(gè)部分,分別是巴西國(guó)內(nèi)的社會(huì)背景和拉美地區(qū)的時(shí)代背景。對(duì)巴西國(guó)內(nèi)社會(huì)背景的研究重點(diǎn)放在教育領(lǐng)域,通過(guò)分析嚴(yán)峻的教育背景引出保羅·弗萊雷的掃盲教育或成人教育,繼而說(shuō)明掃盲給被壓迫者教育學(xué)理論帶來(lái)了什么。拉美地區(qū)的時(shí)代背景主要包括古巴革命的影響、民眾主義的傳播和美國(guó)進(jìn)步聯(lián)盟計(jì)劃對(duì)拉美地區(qū)的改變,兩大時(shí)代背景是被壓迫者教育學(xué)理論形成的重要因素,文化行動(dòng)理論直接作用于該時(shí)代背景。第三章,分析被壓迫者教育學(xué)理論的理論來(lái)源,即被壓迫者教育學(xué)理論借鑒了哪些理論的精華。由于該理論涉及到的人物眾多,出于創(chuàng)新性及水平的考慮,筆者將目光聚焦于以下三位:心理學(xué)家弗洛姆、社會(huì)學(xué)家馬爾庫(kù)塞以及哲學(xué)家黑格爾。本論文在研究“形成因素”時(shí)沒(méi)有按照傳統(tǒng)的政治、經(jīng)濟(jì)、文化等思路,而是按照時(shí)間的順序進(jìn)行排列。三部分分別對(duì)應(yīng)保羅·弗萊雷成長(zhǎng)的20世紀(jì)30年代、50年代和60年代。
[Abstract]:Paulo Regulus Neves Freireen, Paul Regulas Freire, is a iconic figure in the field of critical education and mass education. For example, Rousseau in 20th century, John Dewey in Contemporary, the savior in Geneva, and so on. During the seven years of pedagogical study, the author's interest in Paul Freire's inquiry has never diminished. After entering the field of comparative education, The author is deeply concerned about the lack of the voice of developing countries in this field. Study Paul Freire, a person from a developing country. Having a high reputation in the international world gives me a kind of reverse reflection on the status quo, according to Education for the oppressed and some other works by Paul Freire. People call his theory liberation pedagogy or oppressed pedagogy theory. Through various channels, I find that the study of Paul Freire focuses on the interpretation of the content of the theory. However, the detailed discussion of the background of the theory is relatively few. The research on the forming factors of the oppressed pedagogy theory can help the author to solve the problem of the low discourse status in the developing countries to a certain extent, through the collation and processing of the data. The author classifies many factors into three categories: family factors, social and contemporary background factors, theoretical sources. Chapter one, analyzing the family background of Paul Freire's growth. And to point out in particular the impact his father had had on him, in part through details such as Paul Freire's choice of the methods of his childhood education, and his reaction to his attitude toward religion. To illustrate the impact of his father's approach on the concepts of "dialogue" and "literacy education" in the future. At the same time, in order to remove motherhood and avoid the inertia of top-down thinking, the author makes a brief comparison between Paul Freire and Rousseau Rousseau. The second chapter is to analyze the social and contemporary background of the theory of oppressed pedagogy. This part is the focus of this paper. This chapter is divided into two parts. It's the social background in Brazil and the background in Latin America. The focus of research on the social background in Brazil is in the field of education, which leads to Paul Freire's literacy education or adult education by analyzing the grim educational background. The background of the Latin American region mainly includes the influence of the Cuban revolution, the spread of populism and the change of the plan of the American Progressive Alliance to the Latin American region. The background of the two times is an important factor in the formation of the educational theory of the oppressed. The theory of cultural action acts directly on the background of the times. Chapter three analyzes the theoretical sources of the theory of pedagogy of the oppressed. That is, the theory of the oppressed pedagogy draws on the essence of the theory. Because the theory involves a large number of people, out of innovative and level considerations, the author will focus on the following three: psychologist Fromm, The sociologist Marcuse and the philosopher Hegel did not follow the traditional political, economic and cultural thinking in the study of the "formation factors". It's arranged in chronological order. The three parts correspond to Paul Freire's growth in the 1950s and 60s, respectively.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G40

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