被压迫者教育学理论的形成因素分析

发布时间：2018-03-18 23:29

本文选题：保罗·弗莱雷　切入点：被压迫者教育学理论　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：保罗·雷古勒斯·内维斯·弗莱雷(Paulo Regulus Neves Freire),简称保罗·弗莱雷(Paulo Freire),是批判教育和大众教育领域的标志性人物。后人对他的赞誉不胜枚举,如“20世纪的卢梭”、“当代的约翰·杜威”、“日内瓦的救世主”等等。笔者在7年的教育学学科的学习过程中,对保罗·弗莱雷的探究兴趣始终不减。进入比较教育学的领域后,笔者对发展中国家在该领域话语权地位的缺失深以为然。研究保罗·弗莱雷—一位来自发展中国家,在国际世界享有崇高声誉使笔者对该现状的一种反向反思。根据《被压迫者教育学》以及保罗·弗莱雷的一些其他著作,人们将他的理论称为解放教育学或被压迫者教育学理论。通过各种渠道,笔者发现对保罗·弗莱雷的研究多集中于对该理论内容的解读,但对该理论形成背景的详细论述相对较少。研究被压迫者教育学理论的形成因素可以帮助笔者在一定程度上解决发展中国家话语权地位低的疑问。通过对资料的整理及加工,笔者将众多因素归为三大类——家庭因素、社会及时代背景因素、理论源泉。第一章,分析保罗·弗莱雷成长的家庭背景,并要特别指出他的父亲给他带来的影响。该部分透过细节如保罗·弗莱雷父亲对他幼年教育方法的选择,和对他选择宗教时的态度的反应,说明父亲的做法对他日后“对话”和“扫盲教育”概念的提出的影响。同时,出于剔除母亲因素和避免自上而下的惯性思路,笔者将保罗·弗莱雷和卢梭(Rousseau)作了简要的对比,通过对比进一步说明幼年时期父亲教育对保罗·弗莱雷的影响。第二章,分析被压迫者教育学理论形成的社会及时代背景。该部分是本文的重点。该章主要分为两个部分,分别是巴西国内的社会背景和拉美地区的时代背景。对巴西国内社会背景的研究重点放在教育领域,通过分析严峻的教育背景引出保罗·弗莱雷的扫盲教育或成人教育,继而说明扫盲给被压迫者教育学理论带来了什么。拉美地区的时代背景主要包括古巴革命的影响、民众主义的传播和美国进步联盟计划对拉美地区的改变,两大时代背景是被压迫者教育学理论形成的重要因素,文化行动理论直接作用于该时代背景。第三章,分析被压迫者教育学理论的理论来源,即被压迫者教育学理论借鉴了哪些理论的精华。由于该理论涉及到的人物众多,出于创新性及水平的考虑,笔者将目光聚焦于以下三位:心理学家弗洛姆、社会学家马尔库塞以及哲学家黑格尔。本论文在研究“形成因素”时没有按照传统的政治、经济、文化等思路,而是按照时间的顺序进行排列。三部分分别对应保罗·弗莱雷成长的20世纪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.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G40

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