2012./2013.

Kultura čitanja, umijeće gledanja. Participativno učenje za ljudska prava

“Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge. As they attain this knowledge of reality through common reflection and action, they discover themselves as its permanent re-creators. In this way, the presence of the oppressed in the struggle for their liberation will be what it should be: not pseudo-participation, but committed involvement.” (Paulo Freire, Pedagogy of the oppressed, 1970)


SAŽETAK

Projekt “Kultura čitanja, umijeće gledanja” obuhvaćao je pet modularnih radionica predviđenih za polaznike dobi od 16 do 18 godina. Svaka modularna radionica obuhvaćala je 10 sastanaka koji su se održavali između rujna 2012. i kolovoza 2013. godine. Radionice su se odražavale u zagrebačkim srednjim školama, kafićima i prostorijama lokalnih udruga. Cilj projekta bio je potaknuti učeničku aktivnu participaciju u kreiranju procesa učenja, nastavnih planova, ali i participaciju u ostalim procesima koji se odvijaju u njihovu neposrednom okruženju – školi. Svijest o potrebi sudjelovanja poticali smo temama koje bi trebale biti jače uključene u hrvatske školske kurikulume, ali iz raznih razloga to još nisu. Riječ je o pitanjima rodne problematike, antisemitizma, ksenofobije, tolerancije i propagande te o kulturnim politikama. Radionice su polaznicima omogućile da prodube svoja shvaćanja različitih  povijesnih i političkih događaja i konteksta, da prouče kako oni bivaju predstavljeni ovisno o vremenu, kulturi ili mediju te da se, demokratskim postupcima odlučivanja ‘odozdo’, zalažu za njihovo uključivanje u nastavne jedinice. Time što ulazimo u srednje škole želimo dosegnuti učenike u njima poznatom okruženju, tako da uče i postaju aktivnima na mjestima koja su im unaprijed poznata i bliska. Time pokušavamo doprijeti i do onih polaznika koji moguće nisu bliski ‘svijetu udruga’ i nemaju prijatelje, roditelje i poznanike koji bi ih uputili na ovakav projekt.

Usporedo s praktičnim radom teorijska refleksija o odnosu političkog i pedagoškog predstavljala je drugu bitnu okosnicu projekta. Otvarajući teorijsku raspravu kako prema političkoj teoriji i filozofiji, tako i prema pedagoškoj problematici, tekstovi okupljeni u zborniku Političko Pedagoško: Janusova lica pedagogije (

https://blaberon.wordpress.com/zbornik-politicko-pedagosko/

) podcrtavaju važnost integralnog pristupa i pedagoškim i političkim odnosima, i time ukazati na odsutnost nevinosti prakse: Svi uključeni u pedagoški odnos ne smiju se odreći vlastite političke odgovornosti, kao što se ni politički aktivisti ne smiju oglušiti na zahtjeve progresivne, kritičke pedagogije.

Cultures of reading, contexts of viewing. Participative education in human rights

SUMMARY

The project consisted of five workshops intended for schoolchildren aged 16-18 with an interest in literature, arts and social engagement. Each workshop consisted of 10 sessions taking place between September 2012 and June 2013 at intervals of approximately three or four weeks according to the wishes of the participants. The workshops were held in secondary schools, cafés and NGO facilities in Zagreb and were advertised and presented to the students about a month before the beginning of the lessons. The aim of the project was to include topics closely connected with, but mainly disregarded by the Croatian school curriculum – such as pop-culture, women’s writing, film theory or fantastic literature. Since all of our workshops were intentionally formed so as to deal with arts in a political context, participants were motivated to think how literature, film and other forms of artistic expression form a complex dialogue with questions such as gender roles, anti-Semitism, xenophobia, tolerance and propaganda. In this way, the participants were expected to acquire a complex analytical apparatus for the analysis and comparison of their own political and cultural surroundings. In addition, the program encouraged active participation of the students in the creation of current and future lesson plans. The methods used in workshops included oral presentations, discussions and essay writing by which we hope not only to have expanded the students’ creativity but also to have prepared them for various forms of written and oral expression demanded of them in their future professions. In the long run, the knowledge acquired in the workshops should help participants approach social and political practices in a critical way and therefore become more competent and responsible members of the political community.

At the end of the project a collective volume Političko Pedagoško: Janusova lica pedagogije (

https://blaberon.wordpress.com/zbornik-politicko-pedagosko/

) was published.

Ovaj projekt se financira uz podršku sredstava Europske komisije.

Oglasi