Education as defense for the oppressor
Introduction
"Write or drown" Ana Frank Professor Erin Gruwell proposes the critical insertion of her students through the word as praxis. The writing of a personal diary appears as a proposal of "recognition" through the word of the oppressed subject situation. The word as action and reflection, the "true word" of the world. Since all men are beings in "situation", they are immersed at a historical moment and space and, to the extent that they reflect and critically think about their "situationality".
Developing
They begin to capture it as an objective -problem situation that challenges them to act on it through commitment. Through informal conversations and exchanges and the writing of the newspaper, the students of Professor Gruwell began to register their perceptions expressing them through language, the word, the syntax that the world pronounces and builds the thinking of thinking. Most young people wanted to share their newspaper with the teacher. Write as an action to exist humanly.
Of "pronouncing" the world as a way to stop being "objects" inanimate or in a state of destruction, to move on to the state of men who "pronounce" to problematize the world and transform it. Leaving the situation of dehumanized "object" meant recognizing subject and reviewing in the corner of the place of man -how, unable to get away from that necrophile vision of life as a love of death (kill to belong, kill to defend the territory, To defend his "race", kill for honor). "The fight for this reconstruction begins with its self-recognition as destroyed men".
It is through this event that the title of the movie "Writers of Freedom" takes on a greater sense of process, praxis, search. Recognizing oppressed implies, for these young people, identifying the oppressor also present in them; The duality raised by Freire, both sides of the currency in every situation of oppression. The oppressed make up their existence and constitute such duality, which must overcome to achieve liberation, that is, to go beyond the violence generated by the obstruction or obstruction in their search for affirmation as a person or subject, through the "Gesture of love" of "authentic generosity".
“Only the oppressed, freeing themselves, can free the oppressors. These, as a class that oppresses, cannot release or free themselves."It is through the writing of" the story itself "that the students of Hall 203 begin to become aware of the situation of concrete oppression in which each and every one of them live (consciousness of oppression). What kind of processes mobilizes the teacher from the practice of writing? The teacher leads the thematic research process as a starting point of any educational process understood as "liberating cultural action".
By educator and educating, a common effort to become aware of reality and self (self-awareness), which is why the task of investigating the subject will always be the domain of the human and not of things. Driving a group of students in the task of investigating thinking requires "thinking authentically" and the conception of "significant theme" as permanent future, pillars of the awareness of awareness. “All the thematic research of a awareness is made pedagogical and all authentic education is transformed into research of the thinking [in reciprocity]” reciprocity (educator – educational/world).
In the thematic research process it is only possible through dialogue and the exercise of "thinking about thinking" in action as the possibility of overcoming. Returning these contents of the thematic universe collected during the research in the form of a problem is the work of every humanist and revolutionary educator. Professor Gruwell gives much importance to the stage of thematic research by putting his problematizing conception, which he understands, both education and thematic research, as two moments of the same process and that, through a permanent authentic dialogue.
The teacher and her students begin the path of "discover" together the "emerging theme" the strategy of leading her students in the "recognition" of themselves and their classmates as oppressed and oppressors, such as dual links, objects of a system of a system OPPRESSOR "Finding – is" in the pain of dehumanization, is for these young people the possibility of critically inserting their "epochal unit", in reality. “The more they discover, the popular masses, the objective and challenging reality on which its transformative action must influence.
The more they are critically inserted in it ”Professor Gruwell puts into play the methodology of awareness, the method of conscious bodies that live a dialectical relationship between conditioning and their freedom; She proposes to dialogically investigate the "generating themes" within the thematic universe. The strategy would be to "objectify the world to change it", the pedagogical objective will be the recognition of the "central nuclei": expressions, the result of the observation and perception of the objectification of reality, main and secondary contradictions, and reflections of the "decoding essay ".
Proposed by the teacher who, in permanent dialogue, invites the recognition or awareness of the "admiration" of others and the possibility of "re -adjust. From the "real conscience" to the "possible conscience" the externalization of the theme through dialogue, will give light to the "real awareness" of objectivity that during decoding, as a cognitive act, as praxis of "perception of perception above ”, of“ knowledge of previous knowledge ”that will lead to the construction of a new perception and a new knowledge.
This process can be seen very clearly in the succession of classes of Professor Gruwell that opens the dialogue that guides consciousness in pursuit of the transformation of reality. The programmatic diversification of Professor Gruwell so that this process will work. Erin Gruwell selects with problematizing criteria a series of materials and books (which she buys) that she proposes as reading material to her students thus enabling the instance of "description of the situation" that will allow to discover the interaction between the parties and the whole split ("Limit")).
The following titles are just some of those proposed by Professor Erin Gruwell: Tupac Shakur poetry (rapper), Durango Street by Bonham Frank, Ana Frank’s newspaper, Elie Wiesel night, Zlata’s newspaper: the life of a girl in Sarajevo, twelve men without mercy by Reginald Rose, video "The travelers of freedom". The teacher also proposes, manages and finances different experiences and significant slogans for students: spontaneous writing in the newspaper (with option to share what is written), visit to the Simon Wienthal tolerance museum, letter to MIEP Gies, reception and interview with MIOP Gies.
All literary and documentary resources presented to students (codifications) narrate and "testify" of situations of violence, discrimination, in some cases of marginality, injustice, dehumanization, ultimately: situations of oppression. The proposed experiences display a range of possibilities for awareness, identification and empathy, which motorize, "humanize" and allow the "significant themes" to emerge that "are being". In the coding process it is important.
It is revealed in the selection of resources (representations) offered and experiences, oriented towards a search for identification (recognition) with and in other men, in other historical times, further or closer, real lives embodied in books, videos, videos , museum and testimonies, which have gone through (and transcended) situations of oppression. The reading materials, activities and experiences proposed by the professor Erin arise from a pedagogical decision of conscious coding that reflects the importance that the teacher gives to perception as the possibility of recognizing to “emerge” of that state of oppressive immersion in which your students are.
conclusion
"They are praxis" according to what was seen in the film, from autobiography that other communicative skills can be achieved? Verbal or nonverbal, through writing, since the teacher and the students had during the film to be able to communicate, having greater confidence and friendship among all, since for the teacher it was very hard to be able to win in addition to being Their teacher also be a friend and advisor, since students needed who gives them a impulse of encouragement and make them change the mentality that they are great people and can get ahead without their past affecting them.
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