Document Type : Original Article
Authors
1
PhD Student, Department of Philosophy of Education, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2
Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract
Introduction: The aim of the present study is to analyze the learning discourse in critical pedagogy with emphasis on Freire's views. Critical Pedagogy is a relatively new theory in the field of school education and learning system whose basic principles and intellectual foundations are rooted in the Frankfurt School. Where inequality and silence in learning are rejected and new echoes of understanding the deep and hidden layers of relationships in school are visible and by creating a visionary and social transformation to inform learners for collective benefit is done through critical learning.
Method: The present research method is qualitative and content analysis using Norman Fairkalf's critical discourse analysis approach used to answer the main question of research (Freire's learning discourse in critical pedagogy is formed by what structures, situational contexts, textual and intertextual relations and on what components?. The method of collecting information is library-documentary. In this way, the relations, structure, sub-layers of the text and intertextual contexts of Freire's learning discourse in critical pedagogy, based on Ferkaloff's approach, is described in three levels of description, interpretation and explanation, and then explores the relationship between language and the teacher-learner relationship in the discourse.
Results:Based on the research findings, the text generator seeks to create a discourse idea based on conversation, awareness, practice and active learning in thinking with the world to transform them, along with creating a sense of closeness and with the aim of explaining the role of all-encompassing knower in the world and his commitment to change the world, the narration of man's journey through the world and the creation of an active and polemical discourse, seeks to draw the future path of the critical learner. The verbs used in the text, the author's absolute commitment to the truth of the discourse propositions of learning and the transparency of the author's point of view in the worldview shows true thinking. In Freire learning discourse critical Pedagogy applying banking, narrative, false, and passive learning leads to acceptance, lending, workability, and subjectivism in learning.
Conclusion: Based on Freire's learning discourse in critical pedagogy, the development of problem-solving learning, conversation, liberating in schools through efficient and fruitful use of words and concepts is in line with the awakening of a sense of critical awareness. And it can manifest the interactive and constructive communication part between the teacher and learner and the emergence of critical learners in learning.
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