Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants...
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Transcript of Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants...
![Page 1: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/1.jpg)
Participatory Approach
![Page 2: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/2.jpg)
Background
In 1960s, Paulo Freire developed a literacy program for peasants in Brazil.
He started the dialogues about problems in their lives.
The dialogues became the basis for literacy development.
![Page 3: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/3.jpg)
Background (cont.)
Paulo Freire:
“education is meaningful to the extent that it engages learners in reflecting on their relationship to the world they live in and provides them with a means to shape their world.”
![Page 4: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/4.jpg)
Participatory Approach vs. Content-based Approach
Widely discussed in 1980’s. Similar to content-based approach:
-begins with content that is meaningful to the Ss.
Different with the nature of the content. Content that is based on issues of concern to Ss.
![Page 5: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/5.jpg)
Goal
Help Ss to understand the social, historical, cultural forces that affects their lives.
Help empower Ss to take action and make decision to gain control over their lives.
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Procedures
Ss discuss the problem in their lives. T listens and takes notes. T leads questions with visual aids to g
et Ss to relate the problem to their experience.
T proposes the question in an attempt to contextualise the problem.
![Page 7: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/7.jpg)
Procedures (cont.)
T records Ss’ answers. Ss writes down what they said and
reread it, edit it and revise.
![Page 8: Participatory Approach. Background In 1960s, Paulo Freire developed a literacy program for peasants in Brazil. He started the dialogues about problems.](https://reader036.fdocuments.net/reader036/viewer/2022083005/56649f285503460f94c41096/html5/thumbnails/8.jpg)
Conclusion
Language focus is not established in advance.
It follows from content and emerges from ongoing, collaborative investigations in Ss’ lives.
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Conclusion (cont.)
Auerbach (1992)
“ Real communication, accompanied by appropriate feedback that subordinates form to the elaboration of meaning, is key for language learning.”