O debate no limiar da Pedagogia Crítica e da Paideia retórica: cultivando cidadãos ativos

  • Fotini Egglezou Hellenic Open University
Palavras-chave: Debate, Argumentação, Ensino de argumentação, Pedagogia Crítica

Resumo

Este artigo focaliza duas abordagens pedagógicas distantes no tempo, que enfatizam a necessidade e a possibilidade de empoderamento dos alunos, tanto como indivíduos quanto como cidadãos: paideia retórica e pedagogia crítica. Em particular, pretendemos examinar se a troca de argumentos em um debate pode conectar a pedagogia crítica aos ensinamentos da paideia retórica clássica, que começa com o movimento sofista (Egglezou, 2017). Acreditamos firmemente que tal tentativa poderia contribuir para o empoderamento pedagógico dos estudantes como pensadores críticos e cidadãos ativos dentro do sistema educacional moderno.

Referências

ADORNO, Theodor L. W. Minima Moralia. Reflections on a Damaged Life. London: Verso Editions, 1974.

ANGELO, Thomas A.; CROSS, K. Patrícia. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass Publishers, 1993.

ΑRENDT, Hannah. The Human Condition. Chicago: University of Chicago Press, 1958.

ΑRENDT, Hannah. Crises of the Republic: Lying in Politics, Civil Disobedience, on Violence, Thoughts on Politics and Revolution. New York: Harcourt, 1972.

ΑRENDT, Hannah. The Life of the Mind. New York: Ηarcourt, 1978.

BITZER, Lloyd F. The rhetorical situation. Philosophy and Rhetoric, n. 1, p. 1-14, 1968.

BIZZELL, Patricia. Academic Discourse and Critical Consciousness. Pittsburgh: University of Pittsburg, 1992.

BONIOLO, Giovanni. The Art of Deliberation. Democracy, Deliberation and the Life Sciences between History and Theory. Berlin: Springer, 2012.

BUFFINGTON, Nancy; MONEYHUN, Clayde. A conversation with Gerald Graff and Ira Shor. JAC - A Journal of Composition Theory, v. 17, n. 1, p. 1-21, 1997.

BURBULES, Nicholas C.; BERK, Rupert. Critical thinking and critical pedagogy: Relations, differences and limits. In: POPKEWITZ, Th. S.; FENDLER, L. (eds.). Critical Theories in Education: Changing Terrains of Knowledge and Politics. New York: Routledge, 1999. p. 45-66.

BURBULES, Nicholas C. The limits of dialogue as a critical pedagogy. In: TRIFONAS, P. P. (ed.). Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory. New York: Routledge Falmer, 2000. p. 251-273.

BURKE, Michael. Rhetorical Pedagogy: Shaping an Intellectually Critical Citizenry. Utrecht: Universiteit Utrecht, 2013.

CAZDEN, Courtney; COPE, Bill; FAIRCLOUGH, Norman; GEE, Jim. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, v. 66, n. 1, p. 85, 1996.

CHRISTIANSEN, Lois M.; ALDRIDGE, Jerry A. Critical Pedagogy for Early Childhood and Elementary Educators. Dordrecht: Springer, 2013.

COLAGUORI, Claudio. Agon Culture: Competition, Conflict and the Problem of Domination. Whitby, Ontario: De Sitter Publications, 2012.

CRAWFORD, Keith. Active citizenship and critical pedagogy. In: LOVAT, Terence; TOOMEY, Ron; CLEMENT, Neville (eds.). International Research on Values Education and Student Wellbeing. Dordrecht: Springer, 2010. p. 811-823.

CRICK, Nathan. The rhetoric of hope: Integrating rhetorical practice into the pedagogy of Paulo Freire. Educação e Filosofia, v. 30, n. Especial, p. 213-242, 2016.

DAQING, Wang. On the ancient Greek αγών. Procedia. Social and Behavioral Sciences, v. 2, p. 6905-6812, 2010.

DEWEY, John. Democracy and Education. New York: ΜcMillan, 1916.

DIOGENES Laertius. Lives of the Eminent Philosophers. Translation: Robert Drew Hicks. Cambridge: Ηarvard University Press, 1942.

EGGLEZOU, Fotini. Diachronic approach of the pedagogical dimension of controversy. In: CONFERENCE “MODERN PEDAGOGUE”, 4, 2018, Αthens, The Conference Proceedings […], Athens, 2018. p. 402-410.

EDWARDS, Richard E. Competitive Debate: Τhe Official Guide. New York: Penguin Group, 2008.

ELBOW, Peter. Embracing Contraries: Explorations in Learning and Teaching. New York: Oxford University Press, 1986.

ELLSWORTH, Elizabeth. Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, v. 59, n. 3, p. 297-324, 1989.

ERICKSON, Jon M.; MURPHY, James J.; ZEUSCHNER, Raymond Bud. The Debater’s Guide. Carbondale: Southern Illinois University Press, 2003.

FONTANA, Benedetto; NEDERMAN, Cary J.; REMER, Gary (eds.). Talking Democracy: Historical Perspectives on Rhetoric and Democracy. Pennsylvania: The Pennsylvania State University Press, 2004.

FORD, Derek R. Education and the Production of Space. Political Pedagogy, Geography, and Urban Revolution. London: Routledge, 2017.

FREELEY, Austin J.; STEINBERG, David L. Argumentation and Debate. Boston: Wadsworth Cengage Learning, 2009.

FREIRE, Paulo. Education for Critical Consciousness. London: Bloomsbury, 1974.

FREIRE, Paulo. Pedagogy in Process. The Letters to Guinea-Bissau. New York: The Seabury Press, 1978.

FREIRE, Paulo. The Politics of Education. Culture, Power and Liberation. New York: Bergin and Garvey, 1985.

FREIRE, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham, MD: Rowan & Littlefield, 1989.

FREIRE, Paulo. Pedagogy of the Heart. New York: Continuum, 1997.

FREIRE, Paulo. Pedagogy of Hope. New York: Continuum, 1998.

FREIRE, Paulo. Pedagogy of the Oppressed. New York: Continuum, 2000.

FREIRE, Paulo. Education for Critical Consciousness. London: Continuum, 2005.

GIDDENS, Anthony. Central Problems in Social Theory. Berkeley: University of California Press, 1979.

GIROUX, Henry A. Pedagogy and the Politics of Hope. Theory, Culture and Schooling. Colorado: Westview Press, 1997.

GIROUX, Henry A. Critical pedagogy and the postmodern/modern divide: Towards a pedagogy of democratization. Teacher Education Quarterly, v. 31, n. 1, p. 31-47, 2004.

HAWHEE, Debra. Agonism and Aretê. Philosophy and Rhetoric, v. 35, n. 3, p. 185-207, 2002.

ΗΟNNMANN, Hanns. Rhetoric and dialectic: some historical and legal perspectives. Argumentation, v. 14, p. 223-234, 2000.

ΗUIZINGA, Johan. Homo Ludens. London: Routledge and Kegan Paul, 1949.

KINCHELOE, Joe L. Critical Pedagogy Primer. New York: Peter Lang, 2004.

LEDERMAN, Shmuel. Agonism and deliberation in Arendt. Constellations, v. 21, n. 3, p. 327-337, 2014.

ΜARROU, Henri Ireneé. A History of Education in Antiquity. Madison: The University of Wisconsin Press, 1956.

McKERROW, Raymie E. Critical rhetoric: Theory and praxis. Communication Monographs, v. 56, n. 2, p. 91-111, 1989.

McLAREN, Peter. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Boston: Allyn and Bacon, 2007.

McLAREN, Peter. Revolutionary pedagogy in post-revolutionary times: Re-thinking the political economy of critical education. In: GOUNARI, P.; GROLLIOS, G. (eds). Critical Pedagogy: A Text Collection. Athens: Gutenberg, 2010. p. 513-562.

MIELCZARSKI, Cyprian. The heritage of ancient Sophists and modern culture. Polskie Towarzystwo Retoryczne, s/d. Disponível em: https://retoryka.edu.pl/en/the-heritage-of-ancient-sophists-and-modern-culture/. Acesso em: 23 set. 2019.

OKAZAKI, Takayuki. Critical consciousness and critical language teaching. Second Language Studies, v. 23, n. 2, p. 174-202, 2005.

ONG, Walter J. Orality and Literacy. The Technologizing of the Word. London: Routledge, 2002.

PAUL, Richard W.; ELDER, Linda. Critical Thinking. Tools for Taking Charge of your Professional and Personal Life. New Jersey: Pearson Education, 2002.

PERELMAN, Chaïm. The Realm of Rhetoric. London: University of Notre Dame Press, 1982.

PLATO. Gorgias. Athens: Kaktos, 1993.

PLATO. Phaedrus. Thessaloniki: Zitros, 2006.

PORFILIO, Bradley J.; FORD, Derek R. Schools and/as barricades. An introduction. In: PORFILIO, B. J.; FORD, D. R. (eds.). Leaders in Critical Pedagogy. Narratives for Understanding and Solidarity. Rotterdam: Sense Publishers, 2015. p. XV-XXV.

POULAKOS, John. Sophistical Rhetoric in Classical Greece. Columbia: University of South Carolina, 1995.

ROBERTS-MILLER, Patricia. Fighting without hatred. Hannah Arendt’s agonistic rhetoric. JAC - A Journal of Composition Theory, v. 22, n. 3, p. 585-601, 2002.

SHOR, Ira. Critical Teaching and Every Day Life. Chicago and London: The University of Chicago Press, 1980.

SHOR, Ira. Empowering Educational Critical Teaching for Social Change. Chicago: The University of Chicago Press, 1992.

SIEGEL, Harvey. How should we educate students whose cultures frown upon rational disputation? Cultural difference and the role of reason in multicultural democratic education. In: RALLEY, Y.; PREYER, G. (eds.). Philosophy of Education in the Era of Globalization. New York: Routledge 2010. p. 1-7.

TANNEN, Deborah. The Argument Culture: Stopping America’s War of Words. New York: Random House Publishing Group, 1999.

TANNEN, Deborah. The roots of debate in education and the hope of dialogue. In: MILLER, R. E.; SPELLMEYER, K. (eds.). The New Humanities Reader. Boston; New York: Houghton Mifflin Company, 2006. p. 601-632.

TANNEN, Deborah. Taking a war of words too literally. In: GOSHGARIAN, G. (ed.). Dialogues. New York: Pearson Longman, 2009. p. 16-20.

TINDALE, Christopher W. Acts of Arguing: Α Rhetorical Model of Argument. Albany: State University of New York Press, 1999.

THERIANOS, Kostas. Κριτική Παιδαγωγική: Tι είναι και τι δεν είναι [Critical Pedagogy: What it is and what it is not]. Κριτικη Παιδαγωγικη [Pedagogical Criticism], 2014. Disponível em: https://criticeduc.blogspot.com/2013/02/blog-post_4154.html. Acesso em: 23 set. 2019.

ΤSIAMI, Danai. Paulo Freire, critical pedagogy and action research. Common problematic views. Action Researcher in Education, v. 4, p. 20-42, 2013.

VILLA, Dana. R. Arendt and Heidegger. The Fate of the Political. New Jersey: Princeton University Press, 1996.

Publicado
2020-09-18
Como Citar
Egglezou, F. (2020). O debate no limiar da Pedagogia Crítica e da Paideia retórica: cultivando cidadãos ativos. Revista Eletrônica De Estudos Integrados Em Discurso E Argumentação, 20(2). https://doi.org/10.47369/eidea-20-2-2780
Seção
Tradução