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This open access book, originally published in Portuguese in 1988
and now available in English for the first time, describes the
Brazilian educator, Antonio Leal's, experiences teaching so-called
"unteachable" children in Rio de Janeiro's favelas. A Voice for
Maria Favela tells the story of how Leal considers what the
children bring to the class, gradually engaging them in developing
a narrative about Maria Favela, a single mother and housemaid. Leal
uses the sounds within the story to draw out the students'
abilities to see enunciation and articulation as a process of
becoming literatized. A contemporary and admirer of Paulo Freire,
Leal nevertheless recognised that his students' needs could not be
theorized along Freirean lines of oppressor/oppressed. He devised
an emancipatory approach that is more focussed on the individual
child and their capacity for self-expression than those often found
in critical pedagogy. The book puts forward a unique type of
radical pedagogy and philosophy of education, developed through
direct classroom observation. The book includes a substantial
introduction written by the translator Alexis Gibbs (University of
Winchester, UK) and preface by Inny Accioly (Fluminense Federal
University, Brazil). The eBook editions of this book are available
open access under a CC BY-NC-ND 4.0 licence on
bloomsburycollections.com.
This book argues that certain films have more to offer by way of
conceptualising education than textual scholarship. Drawing on the
work of the later Wittgenstein, it suggests that a shift in our
philosophical focus from knowing to seeing can allow for ordinary
educational phenomena (teachers, schools, children) to be
appreciated anew. The book argues that cinema is the medium best
placed to draw attention to this revaluation of the everyday, and
particular films are presented as offering unique insights into the
aesthetic nature of education as a concept. The book will be of
primary interest to educators and educationalists alike, but its
interdisciplinary nature should also appeal to those in the fields
of film study, philosophy, and aesthetics.
This book argues that certain films have more to offer by way of
conceptualising education than textual scholarship. Drawing on the
work of the later Wittgenstein, it suggests that a shift in our
philosophical focus from knowing to seeing can allow for ordinary
educational phenomena (teachers, schools, children) to be
appreciated anew. The book argues that cinema is the medium best
placed to draw attention to this revaluation of the everyday, and
particular films are presented as offering unique insights into the
aesthetic nature of education as a concept. The book will be of
primary interest to educators and educationalists alike, but its
interdisciplinary nature should also appeal to those in the fields
of film study, philosophy, and aesthetics.
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