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Colección: La Educación
Número: (119) III
Año: 1994


This article explores the principal areas of the current debate regarding theoretic-methodological alternatives for the cultural and educational model of globalization and uniformity. The author compares the dominant conceptual positions of the 1960s and 1970s, emphasizing the crisis caused by marxism and the limits of neoliberalism. The analysis centers on two conferences, one held in Argelia in 1977, and the other in Malaysia in 1993, both of which dealt with themes related to cultural and pedagogical alternatives. The author also offers some interpretations regarding the work of Paulo Freire and possible reasons for his influence in the so-called Third World, as well as a critique of his work given the changes in global relations and the consequences of the crisis in the central countries and those in the periphery. The importance of Freire’s work was highlighted in the International Conference on Communication and Development in the Postmodern Era: Re-Evaluating the Freireian Heritage—which constitutes the main source for this article—held in Asia as an homage to the Brazilian educator. In this article, the author maintains that the strongest criticism traditionally made in reference to freireian pedagogy—that is to say, the use of concepts derived from different theoretical frameworks—is precisely where the strength of Freire’s contribution lies. Friere makes conceptual articulations that allow him to leave an empty space, without theoretic enclosure, which is currently the scenario for the construction of new paradigms that direct the construction of new theories. Finally, the author examines new developments influenced by current events that could be referred to as democratic postmodernism.