Abstract
This article discusses Critical Pedagogy as a redemptive narrative in teacher education. When using Critical Pedagogy adopting such narratives, it presents schools in a dualistic form, as a victim as well as the cause of many educational and social problems. Ironically in this type of narrative, schools and teachers also appear as the best resource of educational hope. We argue that for Critical Pedagogy to become an effective political and educational discourse in teacher education, it is necessary to consider new strategies which go beyond redemptive positions, abandoning dichotomised essentialisms and the figure of the "super conscious critical teacher" as the agent of educational change.
Translated title of the contribution | Training of teachers and critical pedagogies. Is it possible to go beyond redemptive narratives? |
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Original language | Portuguese |
Pages (from-to) | 7-20 |
Number of pages | 14 |
Journal | Revista Brasileira de Educacao |
Volume | 15 |
Issue number | 43 |
DOIs | |
State | Published - 2010 |
Keywords
- Critical pedagogy
- Redemptive narratives
- Teacher education
ASJC Scopus subject areas
- Education