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Books on the topic 'Pedagogy for autonomy'

Author: Grafiati
Published: 8 September 2021
Last updated: 29 July 2025

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1

Shainberg, Shilah. אוטונומיה וחינוך: Hebeṭim biḳortiyim. Resling, 2008.

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2

Schwienhorst, Klaus. Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Independently Published, 2018.

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3

Wehmeyer, Michael L., James E. Martin, Deirdre K. Mithaug, Dennis E. Mithaug, and Martin Agran. Self-Instruction Pedagogy: How to Teach Self-determined Learning. Charles C Thomas Pub Ltd, 2007.

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4

Aprender escuchando: Autonomía, educación, y guerrilla en Chiapas y Kurdistán. Pensaré Cartoneras, 2015.

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5

Freire, Paulo. PEDAGOGIA DE LA AUTONOMIA. SIGLO XXI -82 / 1170-124, 2014.

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6

Freire, Paulo. Pedagogia de La Autonomia. Siglo XXI, 1999.

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7

Freire, Paulo. Pedagogia de la autonomia. Siglo XXI Editores, 2012.

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8

Freire, Paulo. Pedagogia da Autonomia - Edicao especial. 2019.

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9

Domingo, Jose Contreras, and José Contreras Domingo. Autonomia del Profesorado, La (Pedagogia. Manuales). Ediciones Morata, 1998.

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10

Pedagoginga, autonomia e mocambagem. Aeroplano Editora, 2013.

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11

Pedagogia da Autonomia: Saberes Necessários à Prática Educativa. 2nd ed. Paz e Terra, 2003.

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12

Hart, Lynette A., Mary W. Wood, and Benjamin L. Hart. Why Dissection? Greenwood Publishing Group, Inc., 2008. http://dx.doi.org/10.5040/9798216035602.

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Why do students continue to dissect animals in biology classes? Why, despite the excellence of teaching resources for veterinary and human medical education that substitute for dissection, do those provided for pre-college students fall short in convenience, flexibility, and coordination with the curriculum? Why Dissection? Animal Use in Education looks beyond the typical yes-or-no debate about dissection to understand how we came to our current practice of dissection in intermediate and high school biology, even as preparation of health professionals has moved away from dissection. Despite th
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13

Freire, Paulo. Pedagogia de la Autonomia: Saberes Necesarios Para la Practica Educativa. Siglo XXI, 2002.

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14

Jahner, Jennifer. Literature and Law in the Era of Magna Carta. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198847724.001.0001.

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Literature and Law in the Era of Magna Carta traces the fortunes of literary training and experimentation across the early history of the English common law, from its beginnings in the reign of Henry II to its tumultuous consolidations under the reigns of John and Henry III. The period from the mid-twelfth through the thirteenth centuries witnessed an outpouring of innovative legal writing in England, from Magna Carta to the scores of statute books that preserved its provisions. An era of civil war and imperial fracture, it also proved a time of intensive self-definition, as communities both l
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15

Fielding, Nigel G. Professionalizing the Police. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198817475.001.0001.

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The police have long struggled with the concept of professionalism. The Victorians veered from regarding police as servants to sanctifying policing as a special calling, while the supposed Golden Age of Policing was riven by divisions of class as sharp as those of the social diversity that poses one of contemporary policing’s harshest tests. Police training has reflected these ambiguities and uncertainties. The ground its curriculum covers, pedagogy it employs, and structures through which it operates have been contested, troublesome to manage, and blamed for policing’s failures. Behind these
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16

Acevedo Gómez, Willmar de Jesús, Jhon Wilmar Toro Zapata, Emilio Ibargüen Pertuz, et al. Pedagogía y desarrollo humano: maneras de compresión del otro y de lo otro. Universidad Católica de Pereira, 2021. http://dx.doi.org/10.31908/eucp.66.

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Cuatro elementos fundamentales y estructurales forman parte del maravilloso y, sobre todo, sentido recorrido científico, social, político, educativo, pedagógico, artístico y comunicativo que hoy nos presenta este comprometido libro, estos cuatro elementos son los siguientes. La pedagogía, con su apuesta de convocar siempre a la reflexión profunda respecto de las actuaciones de cada integrante del mundo de la vida, es tomada en los diferentes capítulos del libro como un concepto que se funda sobre un pluralismo epistemológico, el cual se configura, a su vez, como producto de las distintas refle
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17

Suñol, Viviana. Más allá del arte: mimesis en Aristóteles. Editorial de la Universidad Nacional de La Plata (EDULP), 2012. http://dx.doi.org/10.35537/10915/27651.

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El presente trabajo de Viviana Suñol, <i>Más allá del arte: mimesis en Aristóteles</i>, es una secuela de su tesis de doctorado en Filosofía, defendida en la UNLP en 2009. Se trata de un estudio detallado y riguroso de los usos y sentidos del término mimesis en el corpus aristotélico. El de mimesis, debe concedérsele a la autora, es un concepto nuclear de la cultura occidental. Debido a ello, múltiples prácticas (artísticas, científicas, pedagógicas, políticas, etc.) han recurrido a él a lo largo de la historia para definir su especificidad o su derecho a la existencia, ya sea adop
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