Open AccessDialogue and Inclusive Education: The Experience of a Rural School in Brazil
Author(s) -
Maria Gerlandia De Oliveira Aquino
Publication year - 2016
Publication title -
journal for perspectives of economic, political and social integration
Language(s) - English
Resource type - Journals
eISSN - 2300-0945
pISSN - 1733-3911
DOI - 10.1515/pepsi-2016-0010
Subject(s) - dialogic , dialogical self , sociology , socialization , pedagogy , literacy , space (punctuation) , rural area , value (mathematics) , work (physics) , psychology , social science , political science , social psychology , mechanical engineering , linguistics , philosophy , machine learning , computer science , law , engineering
This work examines the teaching method of Paulo Freire implemented in Jaguaquara Rural School, Escola Estadual Rural Taylor-Egídio (ERTE), Brazil. The school was the space where dialogical pedagogy has been analyzed and the dialogue between schools and rural households has been a positive and winning response in the children’s literacy process. This research has shown that, before Freire, rural families had not had an education system able to meet their need; then the study has taken into account some factors responsible for this lack; finally, it has singled out the possibility for an effective implementation in the rural school, according to Freire’s model of dialogic pedagogy. The results of this school experience are relevant from the point of view of socialization, for it fosters literacy in rural areas. We verified that the method proposed by Freire is of great social and cultural value and benefits from great appreciation