Questões de Inglês - Interpretação de texto | Reading comprehension para Concurso

Teaching Community: A Pedagogy of Hope

Paulo Freire contends: “Whatever the perspective through which we appreciate authentic educational practice—its process implies hope.”

As teachers we believe that learning is possible, that nothing can keep an open mind from seeking after knowledge and finding a way to know. In The Outrageous Pursuit of Hope: Prophetic Dreams for the Twenty-First Century Mary Grey reminds us that we live by hope. She declares: “Hope stretches the limits of what is possible. It is linked with that basic trust in life without which we could not get from one day to the next . . . To live by hope is to believe that it is worth taking the next step: that our actions, our families, and cultures and society have meaning, are worth living and dying for. Living in hope says to us, ‘There is a way out,’ even from the most dangerous and desperate situations . . .”

One of the dangers we come across in our educational systems is the loss of a feeling of community, not just the loss of closeness among those with whom we work and with our students, but also the loss of a feeling of connection and closeness with the world beyond the classroom. Progressive education, education as the practice of freedom, enables us to confront feelings of loss and restore our sense of connection. It teaches us how to create community so as to achieve social justice.

Adapted from hooks, b. Teaching Community: A Pedagogy of Hope. London/New York: Routledge, 2003.

Choose the best alternative to summarize what you have just read.

Teaching Community: A Pedagogy of Hope

In recent years, mass media have told the public that feminist movement did not work, that affirmative action was a mistake, that combined with cultural studies all alternative programs and departments are failing to educate students. To counter these public narratives, it is vital that we challenge all this misinformation. That challenge cannot be simply to call attention to the fact that it is false; we also must give an honest and thorough account of the constructive interventions that have occurred as a consequence of all our efforts to create justice in education. We must highlight all the positive, life-transforming rewards that have been the outcome of collective efforts to change our society, especially education, so that it is not a site for the enactment of domination in any form.

In the last twenty years, educators who have dared to study and learn new ways of thinking and teaching so that the work we do does not reinforce systems of domination, of imperialism, racism, sexism or class elitism have created a pedagogy of hope. Hopefulness empowers us to continue our work for justice even as the forces of injustice may gain greater power for a time. As teachers we enter the classroom with hope. My hope emerges from those places of struggle where I witness individuals positively transforming their lives and the world around them. Educating is always a vocation rooted in hopefulness.

Adapted from hooks, b. Teaching Community: A Pedagogy of Hope. London/New York: Routledge, 2003.

The text above was written in 2003 but it is absolutely up-to-date. The reason we can state that is because:

About the relation text-context, it is correct to say that:

A critical approach to working with reading is by providing pre-reading and post-reading activities. The latter is perfectly exemplified in the following activity:

According to Motta-Roth (2008), the Critical Genre Pedagogy sees the process of teaching/ learning as situated. What does it mean?