Pedagogical Models in the Global South

Overview

• The article explores pedagogical models and reflections for pedagogies in the Global South.
• It examines how pedagogical science has evolved as part of understanding teaching-learning processes.
• The shift from traditional to social-cognitive models is discussed, focusing on the interaction between human beings.
• The importance of critical-reflective thinking for liberation is emphasized.
• The article also looks into epistemologies from the Global South, as proposed by Boaventura De Sousa Santos.
• Guidelines for pedagogical and educational changes to create new perspectives and models are suggested.
• The goal is to establish emancipatory, liberating, and decolonial foundations for pedagogies in the Global South, without domination and power.

Introduction

• Pedagogy is viewed as a science supported by various disciplines, including psychology, sociology, linguistics, and biology.
• According to Antonio Petrus (1997), pedagogy constructs the theoretical field of education, with education as its discipline.
• Pedagogy has developed from teachers reflecting on their practice, forming a theoretical-practical knowledge base.
• Key concepts include pedagogical models, formation, the role of the teacher, and teaching methodologies.
• Pedagogy is defined as the science of teaching and learning processes, acknowledging individual differences and contexts.
• The emergence of pedagogy as a science led to the creation of general and specific knowledge about educational processes.

Historical Trends

• The article identifies three main trends: rationalist/traditional, romantic/new school, and Marxist/critical pedagogies.
• The rationalist approach values the ability to think independently, make autonomous decisions, and be responsible.
• The new school movement emphasizes childhood as a natural state, respecting children as individuals.
• The Marxist approach considers how societies use institutions like schools to subordinate individuals and seeks liberating education.
• These trends have shaped the epistemological foundations of modern educational models.

Characteristics of a pedagogical model

• A pedagogical model adoption is necessary to respond to the needs of a particular context, community, historical moment, and the nature of the students.
• The model needs to address questions about the educational purpose, the subjects of education, the roles of teachers and students, and the relationship between them.
• It should also address the knowledge to be taught, how it is presented, different learning styles, when knowledge is addressed, and how learning is evaluated.
• According to INSOR (2006), a pedagogical model should include academic objectives, knowledge for administration and management, and approaches to coexistence and respect.
• Collective construction of a model recognizes the needs of contexts and defines educational purposes.
• Educational communities draw on pedagogical theories, disciplinary knowledge, and praxis reflections in model configuration.

Models of Pedagogy

Traditional Model

• Portrays students as passive recipients of knowledge, with the teacher as the authority.
• Knowledge is predetermined and provided by the teacher.
• Originated in Europe in the 17th century with the rise of the bourgeoisie.
• Emphasizes molding individuals through will, virtue, discipline, and ethics, influenced by 19th-century pedagogical trends.
• View the school as the primary source of public education, responsible for intellectual and moral preparation.
• The teacher transmits knowledge, and learning is an act of authority, with teaching focused on respecting elders.
• Focuses on the memorization of predetermined content.
• Curriculum is rationalist, academic, and descriptive, lacking an internal logic.
• Relies on textbooks and expository teaching, with student evaluation centered on knowledge reproduction.
• The teacher-student relationship is vertical, with the teacher in control.

Conductist Model

• Based on Skinner and Pavlov's learning studies, seeks to generate desired behavior and verify its achievement.
• Aims to shape technical-productive behavior through stimulus-response reinforcement.
• Views education as instruction and learning of selected knowledge and behaviors, emphasizing efficiency.
• Involves describing the desired behavior, defining conditions, and evaluating performance criteria.
• Reinforcements are used to strengthen learning, though they can be replaced with self-reinforcement.

Cognitive and Constructivist Models

• These models aim for individuals to reach higher stages of intellectual development sequentially, emphasizing the cognitive development of the subject.
• The teacher is seen as an autonomous professional who investigates and reflects on their own practice.
• Student errors are viewed as indicators of intellectual processes.
• Teaching organizes support methods for students to construct their own knowledge.
• Dewey, Piaget, and Kolhberg are representative authors supporting learning through living experience.
• Brunner emphasizes simple language for content understanding and advocates for discovery learning.
• Ausbel focuses on meaningful learning by connecting new content to students' existing knowledge.

Social-Cognitive Model

• Combines productive work and education to develop a collective spirit, scientific-technical knowledge, and social practices.
• Proponents are Makarenko, Freinet, and Freire, along with some followers of Vygotsky.
• Makarenko focuses on collectivity and work, organizing the social environment for education.
• Freinet argues for necessary teaching material to promote activity and interest, especially in rural schools.
• Paulo Freire advocates for critical pedagogy, liberation, and working with the community for empowerment.
• Freire's pedagogy promotes dialogue based on love, humility, hope, and trust for critical awareness.
• Pedagogical actions aim for social, political, and cultural transformations.
• The social-cognitive model promotes collaborative work and problem-solving in social settings.
• Social pedagogy emphasizes mutual critique and support, focusing on real-world issues, reflection on ideologies, and dialogue of knowledge.
• The learning process involves social construction through interaction, with emphasis on evaluation.
• Teacher-student relationship is horizontal, promoting social production and varied content.

New Pedagogical Horizons: Pedagogies of the South

• Rooted in epistemologies of the south aiming for emancipation and social transformation.
• Boaventura de Sousa Santos emphasizes cognitive justice and recognizing non-scientific knowledge.
• Challenges the dominant epistemological paradigm that brought objectivity, colonialism, and patriarchy.
• This paradigm promoted economic and infrastructural prosperity as development, combined with control and domination over nature and humans.
• Universities and schools followed this dominant paradigm, combining teaching with scientific research and neglecting philosophy, theology, and other knowledge.
• Epistemologies from the south advocate for broader understanding, infinite diversity, and pluralistic approaches.
• They criticize the dominant paradigm for neglecting other forms of knowledge and the need to decolonize and fight capitalism and patriarchy.
• Emphasize learning from the past, molding the future, and caring for the present by recognizing the knowledge of social movements.
• Promote education for autonomy as a balance between adaptation and spontaneity.
• The aim is to form individuals ready for a paradigm shift: flexible, open-minded teachers and the capacity to promote inclusivity, dialogue, and reflection, enabling the recognition of diverse forms of life.
• Authors advocate balancing global and local perspectives to avoid imposing a single view of the world.
• They call for recognition of nature and Mother Earth, challenging the separation of humans from nature, emphasizing ecological awareness and respecting indigenous knowledge.
• Scientists should negotiate knowledge, incorporating diverse perspectives.
• Latin American universities should teach both Western and indigenous knowledge, creating epistemologies appropriate to their territories.
• The goal is to validate knowledge from struggles and resistance, preparing individuals for paradigm shifts and the enlargement of human experience.
• Acknowledge subjects as historical-cultural beings, promoting social justice, solidarity, and dialogue.
• Critical awareness of social struggles is necessary to move past the dominant paradigm, incorporating popular knowledge.
• Epistemologies of the global south should maintain tensions and incorporate the complexities of global issues.