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São Toméan advertisement painting – visual discourse analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/54194556/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34028156/Bom_dia_S%C3%A3o_Tom%C3%A9_S%C3%A3o_Tom%C3%A9an_advertisement_painting_visual_discourse_analysis">Bom dia São Tomé. São Toméan advertisement painting – visual discourse analysis</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/PiotrSta%C5%84czyk">Piotr Stańczyk</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://asp-gda.academia.edu/AnitaWasik">Anita Wasik</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bom dia São Tomé. São Toméan advertisement painting – visual discourse analysis is located at bor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bom dia São Tomé. São Toméan advertisement painting – visual discourse analysis is located at borderline between social sciences  and reportage. The main purpose of the book is to catalogue, decribe, analyze, reconstruct and - maybe - understand phenomenon of São Toméan advertising visual communication. To analyze handmade signboards and murals authors use critical discourse analysis and visual discourse analysis. Visual material is widely presented in the book. The book has three language versions (Polish, Portuguese and English): "Bom dia São Tomé. Saotomejskie malarstwo reklamowe – analiza dyskursu wizualnego"; "Bom dia São Tomé. Pintura publicitária são-tomense – análise de discurso visual".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0f7f11a10037b03ea6ad0f0bb6db686e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54194556,"asset_id":34028156,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54194556/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34028156"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34028156"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34028156; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34028156]").text(description); $(".js-view-count[data-work-id=34028156]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34028156; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34028156']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34028156, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0f7f11a10037b03ea6ad0f0bb6db686e" } } $('.js-work-strip[data-work-id=34028156]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34028156,"title":"Bom dia São Tomé. 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W stronę krytycznej pedagogiki pracy" class="work-thumbnail" src="https://attachments.academia-assets.com/52608107/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32410740/Cz%C5%82owiek_wychowanie_i_praca_w_kapitalizmie_W_stron%C4%99_krytycznej_pedagogiki_pracy">Człowiek, wychowanie i praca w kapitalizmie. W stronę krytycznej pedagogiki pracy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Celem książki jest spojrzenie na teorię tradycyjnej pedagogiki pracy oraz praktyczną pedagogię pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Celem książki jest spojrzenie na teorię tradycyjnej pedagogiki pracy oraz praktyczną pedagogię pracy stosowaną w polskich szkołach z perspektywy radykalno-krytycznej teorii edukacji i pedagogiki emancypacyjnej. W książce prezentowane są wyniki rozległych badań empirycznych nad znaczeniami nadawanymi pracy, obejmujących krytyczną analizę dyskursu polskiej pedagogiki pracy od jej początków po czasy współczesne, dyskursu publicznego na przykładzie artykułów z portali internetowych z pierwszego roku wielkiego kryzysu ekonomicznego, a także wywiady fenomenograficzne z osobami w wieku przedprodukcyjnym (gimnazjaliści ze szkół z 1. i 3. kwartyla wyników w teście gimnazjalnym), produkcyjnym (nauczyciele wspomnianych uczniów, młodzi specjaliści i osoby wykonujące prace proste), osoby w wieku poprodukcyjnym (słuchacze Gdańskiego Uniwersytetu Trzeciego Wieku oraz emeryci-działkowcy). Rdzeń teoretyczny stanowi natomiast połączenie teorii pustych znaczących Ernesto Laclau i Chantal Mouffe z zasadą korespondencji Samuela Bowlesa i Herberta Gintisa. Generalny wniosek jest następujący - szkoła odpowiada na zapotrzebowanie rynku pracy, ale w inny sposób niż pedagodzy pracy postulują, że powinna odpowiadać, a chodzi o to, że najważniejszym rezultatem edukacji w kapitalizmie jest budowanie przyzwolenia na praktyki wyzysku. Wobec czego autor postuluję pedagogię odmowy pracy, pedagogię strajku jako podstawowy cel wychowania na rzecz demokratyzacji świata pracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75af21717196a8635afda10c5c595e08" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52608107,"asset_id":32410740,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52608107/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32410740"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32410740"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32410740; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32410740]").text(description); $(".js-view-count[data-work-id=32410740]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32410740; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32410740']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32410740, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "75af21717196a8635afda10c5c595e08" } } $('.js-work-strip[data-work-id=32410740]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32410740,"title":"Człowiek, wychowanie i praca w kapitalizmie. 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Rdzeń teoretyczny stanowi natomiast połączenie teorii pustych znaczących Ernesto Laclau i Chantal Mouffe z zasadą korespondencji Samuela Bowlesa i Herberta Gintisa. Generalny wniosek jest następujący - szkoła odpowiada na zapotrzebowanie rynku pracy, ale w inny sposób niż pedagodzy pracy postulują, że powinna odpowiadać, a chodzi o to, że najważniejszym rezultatem edukacji w kapitalizmie jest budowanie przyzwolenia na praktyki wyzysku. Wobec czego autor postuluję pedagogię odmowy pracy, pedagogię strajku jako podstawowy cel wychowania na rzecz demokratyzacji świata pracy."},"translated_abstract":"Celem książki jest spojrzenie na teorię tradycyjnej pedagogiki pracy oraz praktyczną pedagogię pracy stosowaną w polskich szkołach z perspektywy radykalno-krytycznej teorii edukacji i pedagogiki emancypacyjnej. W książce prezentowane są wyniki rozległych badań empirycznych nad znaczeniami nadawanymi pracy, obejmujących krytyczną analizę dyskursu polskiej pedagogiki pracy od jej początków po czasy współczesne, dyskursu publicznego na przykładzie artykułów z portali internetowych z pierwszego roku wielkiego kryzysu ekonomicznego, a także wywiady fenomenograficzne z osobami w wieku przedprodukcyjnym (gimnazjaliści ze szkół z 1. i 3. kwartyla wyników w teście gimnazjalnym), produkcyjnym (nauczyciele wspomnianych uczniów, młodzi specjaliści i osoby wykonujące prace proste), osoby w wieku poprodukcyjnym (słuchacze Gdańskiego Uniwersytetu Trzeciego Wieku oraz emeryci-działkowcy). Rdzeń teoretyczny stanowi natomiast połączenie teorii pustych znaczących Ernesto Laclau i Chantal Mouffe z zasadą korespondencji Samuela Bowlesa i Herberta Gintisa. Generalny wniosek jest następujący - szkoła odpowiada na zapotrzebowanie rynku pracy, ale w inny sposób niż pedagodzy pracy postulują, że powinna odpowiadać, a chodzi o to, że najważniejszym rezultatem edukacji w kapitalizmie jest budowanie przyzwolenia na praktyki wyzysku. Wobec czego autor postuluję pedagogię odmowy pracy, pedagogię strajku jako podstawowy cel wychowania na rzecz demokratyzacji świata pracy.","internal_url":"https://www.academia.edu/32410740/Cz%C5%82owiek_wychowanie_i_praca_w_kapitalizmie_W_stron%C4%99_krytycznej_pedagogiki_pracy","translated_internal_url":"","created_at":"2017-04-13T07:20:11.055-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":62952307,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[{"id":52608107,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52608107/thumbnails/1.jpg","file_name":"Stanczyk_-_Czlowiek__wychowanie.pdf","download_url":"https://www.academia.edu/attachments/52608107/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Czlowiek_wychowanie_i_praca_w_kapitalizm.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52608107/Stanczyk_-_Czlowiek__wychowanie-libre.pdf?1492093222=\u0026response-content-disposition=attachment%3B+filename%3DCzlowiek_wychowanie_i_praca_w_kapitalizm.pdf\u0026Expires=1732763434\u0026Signature=BlCQWL1sxbafaSsuN-~aM3KHpMKRahSxr0~sMUR-~78-2hyj5mXC0XfIehJCt1qtzXWwx1EAi3M3j9Hk-DHbXwuKRDTZlm8W6D89haR3GUIZHzsLBEb9gtJgNjipf~69n0peP5RgBKjEMLa6NvUKcYqcC1mIQQHh4oP7bsZ7zc9~twcp7EPdSuHr9CjIMvGf-ohc0acDHksAMEVeUbEAYVDDp9Xb7gGrWL8unkRgLyBq~~gokOmqdlI6X6e0u0tCeNRD-6vhry70NMMiovu~whv~QlUOXx0OzgUTRL0uAo7C4SSaVVTZO7LarnZplL5XWIJmRn3g5U49nJay9F0o1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Człowiek_wychowanie_i_praca_w_kapitalizmie_W_stronę_krytycznej_pedagogiki_pracy","translated_slug":"","page_count":554,"language":"pl","content_type":"Work","owner":{"id":62952307,"first_name":"Piotr","middle_initials":"","last_name":"Stańczyk","page_name":"PiotrStańczyk","domain_name":"ug","created_at":"2017-04-13T07:17:07.565-07:00","display_name":"Piotr Stańczyk","url":"https://ug.academia.edu/PiotrSta%C5%84czyk"},"attachments":[{"id":52608107,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/52608107/thumbnails/1.jpg","file_name":"Stanczyk_-_Czlowiek__wychowanie.pdf","download_url":"https://www.academia.edu/attachments/52608107/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Czlowiek_wychowanie_i_praca_w_kapitalizm.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/52608107/Stanczyk_-_Czlowiek__wychowanie-libre.pdf?1492093222=\u0026response-content-disposition=attachment%3B+filename%3DCzlowiek_wychowanie_i_praca_w_kapitalizm.pdf\u0026Expires=1732763434\u0026Signature=BlCQWL1sxbafaSsuN-~aM3KHpMKRahSxr0~sMUR-~78-2hyj5mXC0XfIehJCt1qtzXWwx1EAi3M3j9Hk-DHbXwuKRDTZlm8W6D89haR3GUIZHzsLBEb9gtJgNjipf~69n0peP5RgBKjEMLa6NvUKcYqcC1mIQQHh4oP7bsZ7zc9~twcp7EPdSuHr9CjIMvGf-ohc0acDHksAMEVeUbEAYVDDp9Xb7gGrWL8unkRgLyBq~~gokOmqdlI6X6e0u0tCeNRD-6vhry70NMMiovu~whv~QlUOXx0OzgUTRL0uAo7C4SSaVVTZO7LarnZplL5XWIJmRn3g5U49nJay9F0o1g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":195238,"name":"Emancipatory Pedagogy","url":"https://www.academia.edu/Documents/in/Emancipatory_Pedagogy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38773356"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38773356/Dyskursywna_konstrukcja_podmiotu_Przyczynek_do_rekonstrukcji_pedagogiki_kultury"><img alt="Research paper thumbnail of Dyskursywna konstrukcja podmiotu. Przyczynek do rekonstrukcji pedagogiki kultury" class="work-thumbnail" src="https://attachments.academia-assets.com/58862566/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38773356/Dyskursywna_konstrukcja_podmiotu_Przyczynek_do_rekonstrukcji_pedagogiki_kultury">Dyskursywna konstrukcja podmiotu. Przyczynek do rekonstrukcji pedagogiki kultury</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/PiotrSta%C5%84czyk">Piotr Stańczyk</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/Ma%C5%82gorzataCackowska">Małgorzata Cackowska</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/KarolinaStarego">Karolina Starego</a></span></div><div class="wp-workCard_item"><span>Ars Educandi</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Książka stanowi rozbudowany raport badawczy z projektu "Dyskursywna konstrukcja podmiotu w wybran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Książka stanowi rozbudowany raport badawczy z projektu "Dyskursywna konstrukcja podmiotu w wybranych obszarach kultury współczesnej" i obejmuje omówienie teoretycznych założeń badania dyskursu oraz przyjęte przez zespół badawczy rozwiązania metodologiczne. Najważniejszą jednak cześć książki stanowi omówienie sposobów oraz rezultatów dyskursywnego konstruowania podmiotu w obszarach dzieciństwa, rodzaju, pracy, obywatelskości i religii.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="34175ce640ff2acca6c45687a0444789" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58862566,"asset_id":38773356,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58862566/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38773356"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38773356"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38773356; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38773356]").text(description); $(".js-view-count[data-work-id=38773356]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38773356; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38773356']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38773356, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "34175ce640ff2acca6c45687a0444789" } } $('.js-work-strip[data-work-id=38773356]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38773356,"title":"Dyskursywna konstrukcja podmiotu. 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Ambiwalencja funkcji studiów zaocznych" class="work-thumbnail" src="https://attachments.academia-assets.com/52608272/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32410928/Przemoc_i_emancypacja_Ambiwalencja_funkcji_studi%C3%B3w_zaocznych">Przemoc i emancypacja. Ambiwalencja funkcji studiów zaocznych</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Celem książki jest przedstawienie skutków prowadzenia polityki oświatowej na poziomie wyższym z p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Celem książki jest przedstawienie skutków prowadzenia polityki oświatowej na poziomie wyższym z perspektywy reglamentowania dostępu do szkolnictwa wyższego w okresie boomu edukacyjnego. Badania empiryczne to studium przypadku, w którym porównywane jest pochodzenie społeczne studentów studiów stacjonarnych i niestacjonarnych kierunku politologia prowadzonych w Uniwersytecie Gdańskim. Ostatecznie, studenci płatnych studiów zaocznych w uczelni publicznej płacą dwukrotnie, żeby móc podjąć studia, gdyż - paradoksalnie - nie jest ich stać na studia bezpłatne.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f150a4f9871d44bbfa5ae3a76eb556d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52608272,"asset_id":32410928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52608272/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32410928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32410928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32410928; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32410928]").text(description); $(".js-view-count[data-work-id=32410928]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32410928; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32410928']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32410928, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f150a4f9871d44bbfa5ae3a76eb556d3" } } $('.js-work-strip[data-work-id=32410928]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32410928,"title":"Przemoc i emancypacja. Ambiwalencja funkcji studiów zaocznych","translated_title":"","metadata":{"abstract":"Celem książki jest przedstawienie skutków prowadzenia polityki oświatowej na poziomie wyższym z perspektywy reglamentowania dostępu do szkolnictwa wyższego w okresie boomu edukacyjnego. Badania empiryczne to studium przypadku, w którym porównywane jest pochodzenie społeczne studentów studiów stacjonarnych i niestacjonarnych kierunku politologia prowadzonych w Uniwersytecie Gdańskim. Ostatecznie, studenci płatnych studiów zaocznych w uczelni publicznej płacą dwukrotnie, żeby móc podjąć studia, gdyż - paradoksalnie - nie jest ich stać na studia bezpłatne. "},"translated_abstract":"Celem książki jest przedstawienie skutków prowadzenia polityki oświatowej na poziomie wyższym z perspektywy reglamentowania dostępu do szkolnictwa wyższego w okresie boomu edukacyjnego. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Piotr Stańczyk</h3></div><div class="js-work-strip profile--work_container" data-work-id="125785019"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125785019/Controversies_on_religious_law_in_Poland_the_school_catechesis_case"><img alt="Research paper thumbnail of Controversies on religious law in Poland – the school catechesis case" class="work-thumbnail" src="https://attachments.academia-assets.com/119765224/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125785019/Controversies_on_religious_law_in_Poland_the_school_catechesis_case">Controversies on religious law in Poland – the school catechesis case</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2011</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6f276e2ee7201746c716784f06b923b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119765224,"asset_id":125785019,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119765224/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125785019"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125785019"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125785019; 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Fenomen ten wyłonił się ze znaczeń nadawanych pracy przez nauczycieli. Alibi niskich zarobków występuje jako kompleks znaczeń wspólnie z bezinteresownością, będącą sensem nauczycielskiej pracy i treścią ich zawodowej tożsamości, a prowadzi do zadeklarowanego ustanowienia ucznia celem wszelkich podejmowanych przez nauczycieli czynności w miejscu pracy. Ten \"uczniocentryzm\" (Kopciewicz 2007, s. 103) jest jednak pozorny i można określić go jako element ideologii zawodowej, w ortodoksyjnie Marksowskim sensie pojęcia ideologii-\"uczniocentryzm\" badanych nauczycieli jest ideologią w relacji do ekonomicznej determinacji ich pracy, za którą podąża wynikające z angażu podleganie obowiązkom zawodowym. Kultura organizacyjna szkoły, jak każda kultura, ma potencjał edukacyjny (Bruner 2010, s. 71-98), co przekłada się zarówno na sensy przypisywane własnej pracy, jak i sensy pracy szkoły w ogóle. Te zaś są nośnikiem sprzeczności pomiędzy zadeklarowanym uczniocentryzmem, a wizją społecznej roli szkoły. Wobec tego, jak sądzę, w obrębie refleksji pedeutologicznej wysoce niedocenioną okolicznością codziennego funkcjonowania nauczycieli w przestrzeni zawodowej jest ekonomiczny kontekst ich pracy. Jest to tym bardziej kłopotliwe, iż w całym myśleniu o profesjonalizmie nauczycieli wątek zarobkowego wykonywania pracy wydaje się nie do pominięcia. 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Historiozofia w filozofii wychowania P. Freirego: pojęcie historii jako możliwości" class="work-thumbnail" src="https://attachments.academia-assets.com/111427658/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114846178/Uci%C5%9Bnieni_historia_i_spo%C5%82eczna_zmiana_Historiozofia_w_filozofii_wychowania_P_Freirego_poj%C4%99cie_historii_jako_mo%C5%BCliwo%C5%9Bci">Uciśnieni, historia i społeczna zmiana. Historiozofia w filozofii wychowania P. Freirego: pojęcie historii jako możliwości</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Glownym zadaniem tego artykulu jest rekonstrukcja pojecia „historii jako mozliwości”, jako integr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Glownym zadaniem tego artykulu jest rekonstrukcja pojecia „historii jako mozliwości”, jako integralnej cześci Freirowskiej filozofii edukacji. Pedagogia emancypacyjna – w swym pragmatycznym odczytaniu – zmaga sie z uzytecznością teorii dla zmiany spolecznej. Freire poddawal krytyce pojecie historii jako czegoś nieuniknionego, ale obecnie Freiryści podkreślają, ze historia jest „oswojona” za sprawą pojecia „konca historii”. W dalszej cześci przedstawiony jest przyklad zmiany spolecznej, ktora dokonuje sie podczas podstawowej alfabetyzacji na Sao Tome, a podstawowe pytanie dotyczy mozliwości oferowanych przez podrecznik do alfabetyzacji A Luta Continua . Pytanie wraca, ale ma juz za swoj przedmiot mozliwości oferowane przez system edukacyjny w warunkach post-politycznego populizmu. The Oppressed, History and Social Change. Philosophy of History in P. Freire&#39;s Philosophy of Education: Category of History as Possibility Abstract: The main purpose of this article is to reconstruct Pa...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27b848ec808a6cb45f6e7b218c715a72" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111427658,"asset_id":114846178,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111427658/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114846178"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114846178"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114846178; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114846178]").text(description); $(".js-view-count[data-work-id=114846178]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114846178; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114846178']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 114846178, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27b848ec808a6cb45f6e7b218c715a72" } } $('.js-work-strip[data-work-id=114846178]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114846178,"title":"Uciśnieni, historia i społeczna zmiana. 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Freire\u0026#39;s Philosophy of Education: Category of History as Possibility Abstract: The main purpose of this article is to reconstruct Pa...","internal_url":"https://www.academia.edu/114846178/Uci%C5%9Bnieni_historia_i_spo%C5%82eczna_zmiana_Historiozofia_w_filozofii_wychowania_P_Freirego_poj%C4%99cie_historii_jako_mo%C5%BCliwo%C5%9Bci","translated_internal_url":"","created_at":"2024-02-13T03:32:29.718-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":62952307,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":111427658,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111427658/thumbnails/1.jpg","file_name":"387.pdf","download_url":"https://www.academia.edu/attachments/111427658/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ucisnieni_historia_i_spoleczna_zmiana_Hi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111427658/387-libre.pdf?1707824053=\u0026response-content-disposition=attachment%3B+filename%3DUcisnieni_historia_i_spoleczna_zmiana_Hi.pdf\u0026Expires=1732763435\u0026Signature=U2QeU3A6rkGF33ZYd0IShXH5NsjVWiMXG2xlxVYYbJHiONNCHdqC-ZweJQEhz5K7pGKuFXsD~7eqLNuLdKFTLN4e-0ix8qCzqNkekqNbJIj9nXO6WxaY7q9XRFdb5E3wz8-Z7vwntaQi6M15QFTnZ2XR3iVv~EcJXeQHL-noYb9ZVrowJK05dQaJJd0eyC8DPThoUxSKXi7agu-2zjE3QTLrAlnmpPpDG7ttG64Q~ag37vPUcUJ8GK2BgvUBq66Og9C6GhHAfryVAjNS8MT5Rbwxul9SdyLHecc4Nl8lE3e8G7JkstyFR3CAhM9C06HVnv1tHQ~9WwwDjDSyhMTodQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Uciśnieni_historia_i_społeczna_zmiana_Historiozofia_w_filozofii_wychowania_P_Freirego_pojęcie_historii_jako_możliwości","translated_slug":"","page_count":20,"language":"pl","content_type":"Work","owner":{"id":62952307,"first_name":"Piotr","middle_initials":"","last_name":"Stańczyk","page_name":"PiotrStańczyk","domain_name":"ug","created_at":"2017-04-13T07:17:07.565-07:00","display_name":"Piotr Stańczyk","url":"https://ug.academia.edu/PiotrSta%C5%84czyk"},"attachments":[{"id":111427658,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111427658/thumbnails/1.jpg","file_name":"387.pdf","download_url":"https://www.academia.edu/attachments/111427658/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Ucisnieni_historia_i_spoleczna_zmiana_Hi.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111427658/387-libre.pdf?1707824053=\u0026response-content-disposition=attachment%3B+filename%3DUcisnieni_historia_i_spoleczna_zmiana_Hi.pdf\u0026Expires=1732763435\u0026Signature=U2QeU3A6rkGF33ZYd0IShXH5NsjVWiMXG2xlxVYYbJHiONNCHdqC-ZweJQEhz5K7pGKuFXsD~7eqLNuLdKFTLN4e-0ix8qCzqNkekqNbJIj9nXO6WxaY7q9XRFdb5E3wz8-Z7vwntaQi6M15QFTnZ2XR3iVv~EcJXeQHL-noYb9ZVrowJK05dQaJJd0eyC8DPThoUxSKXi7agu-2zjE3QTLrAlnmpPpDG7ttG64Q~ag37vPUcUJ8GK2BgvUBq66Og9C6GhHAfryVAjNS8MT5Rbwxul9SdyLHecc4Nl8lE3e8G7JkstyFR3CAhM9C06HVnv1tHQ~9WwwDjDSyhMTodQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy"},{"id":1302,"name":"Theology","url":"https://www.academia.edu/Documents/in/Theology"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5344,"name":"Paulo Freire","url":"https://www.academia.edu/Documents/in/Paulo_Freire"},{"id":5780,"name":"Ideology","url":"https://www.academia.edu/Documents/in/Ideology"},{"id":9465,"name":"Philosophy of History","url":"https://www.academia.edu/Documents/in/Philosophy_of_History"},{"id":12972,"name":"Emancipation","url":"https://www.academia.edu/Documents/in/Emancipation"},{"id":14841,"name":"Emancipatory Adult Education","url":"https://www.academia.edu/Documents/in/Emancipatory_Adult_Education"},{"id":195238,"name":"Emancipatory Pedagogy","url":"https://www.academia.edu/Documents/in/Emancipatory_Pedagogy"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109286875"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109286875/Powr%C3%B3t_do_systemu_Dyskusja_redakcyjna_wok%C3%B3%C5%82_tekstu_Zbigniewa_Kwieci%C5%84skiego_z_1980_roku"><img alt="Research paper thumbnail of Powrót do systemu? Dyskusja redakcyjna wokół tekstu Zbigniewa Kwiecińskiego z 1980 roku" class="work-thumbnail" src="https://attachments.academia-assets.com/107457910/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286875/Powr%C3%B3t_do_systemu_Dyskusja_redakcyjna_wok%C3%B3%C5%82_tekstu_Zbigniewa_Kwieci%C5%84skiego_z_1980_roku">Powrót do systemu? Dyskusja redakcyjna wokół tekstu Zbigniewa Kwiecińskiego z 1980 roku</a></div><div class="wp-workCard_item"><span>Ars Educandi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dyskusja zorganizowana przez redakcję „Ars Educandi” dotyczy aktualności diagnoz społecznego kryz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dyskusja zorganizowana przez redakcję „Ars Educandi” dotyczy aktualności diagnoz społecznego kryzysu w czasie upadku systemu komunistycznego w Polsce. Wydany w 1980 roku tekst Zbigniewa Kwiecińskiego stał się pretekstem do rozważań na temat podobieństw i różnic tamtego systemu do obecnej formy autorytaryzmu w Polsce, do pytań o logikę kryzysu, o relacje społecznych emocji do struktury społecznego systemu oraz o to, czy posługiwanie się figurą systemu społecznego nadal jest zasadne.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f3366197a383650f087a91834dcacf62" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107457910,"asset_id":109286875,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107457910/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286875"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286875"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286875; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286875]").text(description); $(".js-view-count[data-work-id=109286875]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286875; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286875']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286875, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f3366197a383650f087a91834dcacf62" } } $('.js-work-strip[data-work-id=109286875]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286875,"title":"Powrót do systemu? 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Instytucie Paula Freirego" class="work-thumbnail" src="https://attachments.academia-assets.com/107457940/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286868/Ekonomia_dla_emancypacji_doktryny_gospodarcze_w_Instytucie_Paula_Freirego">Ekonomia dla emancypacji: doktryny gospodarcze w Instytucie Paula Freirego</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The main purpose of this article is to reconstruct economic doctrines of the Institute of Paulo F...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The main purpose of this article is to reconstruct economic doctrines of the Institute of Paulo Freire which is well known for being one of the most important centres of emancipatory education. Researchers associated with Freire’s critical philosophy of education overcome the impasse of critical theory by inventing alternative economy solutions instead of elaborating neverending criticism of capitalist economy. The article discusses positive economic program of Freire’s Institutes which includes people’s economy of solidarity and inclusive hegemony of public policies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b452f6a88d076e9aa0dc815081b89743" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107457940,"asset_id":109286868,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107457940/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286868]").text(description); $(".js-view-count[data-work-id=109286868]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286868']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286868, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b452f6a88d076e9aa0dc815081b89743" } } $('.js-work-strip[data-work-id=109286868]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286868,"title":"Ekonomia dla emancypacji: doktryny gospodarcze w Instytucie Paula Freirego","translated_title":"","metadata":{"abstract":"The main purpose of this article is to reconstruct economic doctrines of the Institute of Paulo Freire which is well known for being one of the most important centres of emancipatory education. 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Narracje nauczycieli o sensie pracy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286866/_Uczniowie_z_problemami_problem_z_uczniami_i_idealna_lekcja_Narracje_nauczycieli_o_sensie_pracy">„Uczniowie z problemami”, problem z uczniami i idealna lekcja. Narracje nauczycieli o sensie pracy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article presents results of phenomenography research on teacher’s work experiences. Meanings ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article presents results of phenomenography research on teacher’s work experiences. Meanings imparted to labour show vocational ideology of that group. “Students with problems” phenomenon appeared from interviews and – as interviewed teachers describe it – refers to students’ lack of subordination, obedience and discipline. That allows to spot a crucial problem of jouissance stealing committed by “students with problem” but this problem is much more profound. “Students with problem” conceptualization covers real problem of teachers: “problems with student”. Those who are troublemaker for teachers are considered as those who are form lower social classes and are lost not only for educational system but also for social system at all. Interviewed teachers find work with “students with problems” pointless and claims that students and their families are only one to blame. However essence of this conceptualization are teachers’ problems with students which expose “horror of the Real” ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286866]").text(description); $(".js-view-count[data-work-id=109286866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286866, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=109286866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286866,"title":"„Uczniowie z problemami”, problem z uczniami i idealna lekcja. 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São Toméan advertisement painting – visual discourse analysis" class="work-thumbnail" src="https://attachments.academia-assets.com/54194556/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34028156/Bom_dia_S%C3%A3o_Tom%C3%A9_S%C3%A3o_Tom%C3%A9an_advertisement_painting_visual_discourse_analysis">Bom dia São Tomé. São Toméan advertisement painting – visual discourse analysis</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/PiotrSta%C5%84czyk">Piotr Stańczyk</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://asp-gda.academia.edu/AnitaWasik">Anita Wasik</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bom dia São Tomé. São Toméan advertisement painting – visual discourse analysis is located at bor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bom dia São Tomé. São Toméan advertisement painting – visual discourse analysis is located at borderline between social sciences  and reportage. The main purpose of the book is to catalogue, decribe, analyze, reconstruct and - maybe - understand phenomenon of São Toméan advertising visual communication. To analyze handmade signboards and murals authors use critical discourse analysis and visual discourse analysis. Visual material is widely presented in the book. The book has three language versions (Polish, Portuguese and English): "Bom dia São Tomé. Saotomejskie malarstwo reklamowe – analiza dyskursu wizualnego"; "Bom dia São Tomé. Pintura publicitária são-tomense – análise de discurso visual".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0f7f11a10037b03ea6ad0f0bb6db686e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54194556,"asset_id":34028156,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54194556/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34028156"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34028156"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34028156; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34028156]").text(description); $(".js-view-count[data-work-id=34028156]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34028156; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34028156']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 34028156, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0f7f11a10037b03ea6ad0f0bb6db686e" } } $('.js-work-strip[data-work-id=34028156]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34028156,"title":"Bom dia São Tomé. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32410740"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32410740/Cz%C5%82owiek_wychowanie_i_praca_w_kapitalizmie_W_stron%C4%99_krytycznej_pedagogiki_pracy"><img alt="Research paper thumbnail of Człowiek, wychowanie i praca w kapitalizmie. W stronę krytycznej pedagogiki pracy" class="work-thumbnail" src="https://attachments.academia-assets.com/52608107/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32410740/Cz%C5%82owiek_wychowanie_i_praca_w_kapitalizmie_W_stron%C4%99_krytycznej_pedagogiki_pracy">Człowiek, wychowanie i praca w kapitalizmie. W stronę krytycznej pedagogiki pracy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Celem książki jest spojrzenie na teorię tradycyjnej pedagogiki pracy oraz praktyczną pedagogię pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Celem książki jest spojrzenie na teorię tradycyjnej pedagogiki pracy oraz praktyczną pedagogię pracy stosowaną w polskich szkołach z perspektywy radykalno-krytycznej teorii edukacji i pedagogiki emancypacyjnej. W książce prezentowane są wyniki rozległych badań empirycznych nad znaczeniami nadawanymi pracy, obejmujących krytyczną analizę dyskursu polskiej pedagogiki pracy od jej początków po czasy współczesne, dyskursu publicznego na przykładzie artykułów z portali internetowych z pierwszego roku wielkiego kryzysu ekonomicznego, a także wywiady fenomenograficzne z osobami w wieku przedprodukcyjnym (gimnazjaliści ze szkół z 1. i 3. kwartyla wyników w teście gimnazjalnym), produkcyjnym (nauczyciele wspomnianych uczniów, młodzi specjaliści i osoby wykonujące prace proste), osoby w wieku poprodukcyjnym (słuchacze Gdańskiego Uniwersytetu Trzeciego Wieku oraz emeryci-działkowcy). Rdzeń teoretyczny stanowi natomiast połączenie teorii pustych znaczących Ernesto Laclau i Chantal Mouffe z zasadą korespondencji Samuela Bowlesa i Herberta Gintisa. Generalny wniosek jest następujący - szkoła odpowiada na zapotrzebowanie rynku pracy, ale w inny sposób niż pedagodzy pracy postulują, że powinna odpowiadać, a chodzi o to, że najważniejszym rezultatem edukacji w kapitalizmie jest budowanie przyzwolenia na praktyki wyzysku. Wobec czego autor postuluję pedagogię odmowy pracy, pedagogię strajku jako podstawowy cel wychowania na rzecz demokratyzacji świata pracy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75af21717196a8635afda10c5c595e08" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52608107,"asset_id":32410740,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52608107/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32410740"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32410740"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32410740; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32410740]").text(description); $(".js-view-count[data-work-id=32410740]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32410740; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32410740']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32410740, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "75af21717196a8635afda10c5c595e08" } } $('.js-work-strip[data-work-id=32410740]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32410740,"title":"Człowiek, wychowanie i praca w kapitalizmie. 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Generalny wniosek jest następujący - szkoła odpowiada na zapotrzebowanie rynku pracy, ale w inny sposób niż pedagodzy pracy postulują, że powinna odpowiadać, a chodzi o to, że najważniejszym rezultatem edukacji w kapitalizmie jest budowanie przyzwolenia na praktyki wyzysku. 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Przyczynek do rekonstrukcji pedagogiki kultury" class="work-thumbnail" src="https://attachments.academia-assets.com/58862566/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38773356/Dyskursywna_konstrukcja_podmiotu_Przyczynek_do_rekonstrukcji_pedagogiki_kultury">Dyskursywna konstrukcja podmiotu. Przyczynek do rekonstrukcji pedagogiki kultury</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/PiotrSta%C5%84czyk">Piotr Stańczyk</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/Ma%C5%82gorzataCackowska">Małgorzata Cackowska</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/KarolinaStarego">Karolina Starego</a></span></div><div class="wp-workCard_item"><span>Ars Educandi</span><span>, 2012</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Książka stanowi rozbudowany raport badawczy z projektu "Dyskursywna konstrukcja podmiotu w wybran...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Książka stanowi rozbudowany raport badawczy z projektu "Dyskursywna konstrukcja podmiotu w wybranych obszarach kultury współczesnej" i obejmuje omówienie teoretycznych założeń badania dyskursu oraz przyjęte przez zespół badawczy rozwiązania metodologiczne. Najważniejszą jednak cześć książki stanowi omówienie sposobów oraz rezultatów dyskursywnego konstruowania podmiotu w obszarach dzieciństwa, rodzaju, pracy, obywatelskości i religii.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="34175ce640ff2acca6c45687a0444789" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58862566,"asset_id":38773356,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58862566/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38773356"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38773356"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38773356; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38773356]").text(description); $(".js-view-count[data-work-id=38773356]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38773356; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38773356']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38773356, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "34175ce640ff2acca6c45687a0444789" } } $('.js-work-strip[data-work-id=38773356]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38773356,"title":"Dyskursywna konstrukcja podmiotu. Przyczynek do rekonstrukcji pedagogiki kultury","translated_title":"","metadata":{"abstract":"Książka stanowi rozbudowany raport badawczy z projektu \"Dyskursywna konstrukcja podmiotu w wybranych obszarach kultury współczesnej\" i obejmuje omówienie teoretycznych założeń badania dyskursu oraz przyjęte przez zespół badawczy rozwiązania metodologiczne. Najważniejszą jednak cześć książki stanowi omówienie sposobów oraz rezultatów dyskursywnego konstruowania podmiotu w obszarach dzieciństwa, rodzaju, pracy, obywatelskości i religii.","publication_date":{"day":null,"month":null,"year":2012,"errors":{}},"publication_name":"Ars Educandi"},"translated_abstract":"Książka stanowi rozbudowany raport badawczy z projektu \"Dyskursywna konstrukcja podmiotu w wybranych obszarach kultury współczesnej\" i obejmuje omówienie teoretycznych założeń badania dyskursu oraz przyjęte przez zespół badawczy rozwiązania metodologiczne. 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Ambiwalencja funkcji studiów zaocznych</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Celem książki jest przedstawienie skutków prowadzenia polityki oświatowej na poziomie wyższym z p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Celem książki jest przedstawienie skutków prowadzenia polityki oświatowej na poziomie wyższym z perspektywy reglamentowania dostępu do szkolnictwa wyższego w okresie boomu edukacyjnego. Badania empiryczne to studium przypadku, w którym porównywane jest pochodzenie społeczne studentów studiów stacjonarnych i niestacjonarnych kierunku politologia prowadzonych w Uniwersytecie Gdańskim. Ostatecznie, studenci płatnych studiów zaocznych w uczelni publicznej płacą dwukrotnie, żeby móc podjąć studia, gdyż - paradoksalnie - nie jest ich stać na studia bezpłatne.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f150a4f9871d44bbfa5ae3a76eb556d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52608272,"asset_id":32410928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52608272/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32410928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32410928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32410928; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32410928]").text(description); $(".js-view-count[data-work-id=32410928]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32410928; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32410928']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32410928, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f150a4f9871d44bbfa5ae3a76eb556d3" } } $('.js-work-strip[data-work-id=32410928]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32410928,"title":"Przemoc i emancypacja. 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Te zaś są nośnikiem sprzeczności pomiędzy zadeklarowanym uczniocentryzmem, a wizją społecznej roli szkoły. Wobec tego, jak sądzę, w obrębie refleksji pedeutologicznej wysoce niedocenioną okolicznością codziennego funkcjonowania nauczycieli w przestrzeni zawodowej jest ekonomiczny kontekst ich pracy. Jest to tym bardziej kłopotliwe, iż w całym myśleniu o profesjonalizmie nauczycieli wątek zarobkowego wykonywania pracy wydaje się nie do pominięcia. 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Historiozofia w filozofii wychowania P. Freirego: pojęcie historii jako możliwości" class="work-thumbnail" src="https://attachments.academia-assets.com/111427658/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/114846178/Uci%C5%9Bnieni_historia_i_spo%C5%82eczna_zmiana_Historiozofia_w_filozofii_wychowania_P_Freirego_poj%C4%99cie_historii_jako_mo%C5%BCliwo%C5%9Bci">Uciśnieni, historia i społeczna zmiana. Historiozofia w filozofii wychowania P. Freirego: pojęcie historii jako możliwości</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Glownym zadaniem tego artykulu jest rekonstrukcja pojecia „historii jako mozliwości”, jako integr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Glownym zadaniem tego artykulu jest rekonstrukcja pojecia „historii jako mozliwości”, jako integralnej cześci Freirowskiej filozofii edukacji. Pedagogia emancypacyjna – w swym pragmatycznym odczytaniu – zmaga sie z uzytecznością teorii dla zmiany spolecznej. Freire poddawal krytyce pojecie historii jako czegoś nieuniknionego, ale obecnie Freiryści podkreślają, ze historia jest „oswojona” za sprawą pojecia „konca historii”. W dalszej cześci przedstawiony jest przyklad zmiany spolecznej, ktora dokonuje sie podczas podstawowej alfabetyzacji na Sao Tome, a podstawowe pytanie dotyczy mozliwości oferowanych przez podrecznik do alfabetyzacji A Luta Continua . Pytanie wraca, ale ma juz za swoj przedmiot mozliwości oferowane przez system edukacyjny w warunkach post-politycznego populizmu. The Oppressed, History and Social Change. Philosophy of History in P. Freire&#39;s Philosophy of Education: Category of History as Possibility Abstract: The main purpose of this article is to reconstruct Pa...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27b848ec808a6cb45f6e7b218c715a72" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111427658,"asset_id":114846178,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111427658/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="114846178"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="114846178"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 114846178; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=114846178]").text(description); $(".js-view-count[data-work-id=114846178]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 114846178; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='114846178']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 114846178, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27b848ec808a6cb45f6e7b218c715a72" } } $('.js-work-strip[data-work-id=114846178]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":114846178,"title":"Uciśnieni, historia i społeczna zmiana. 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Dyskusja redakcyjna wokół tekstu Zbigniewa Kwiecińskiego z 1980 roku" class="work-thumbnail" src="https://attachments.academia-assets.com/107457910/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286875/Powr%C3%B3t_do_systemu_Dyskusja_redakcyjna_wok%C3%B3%C5%82_tekstu_Zbigniewa_Kwieci%C5%84skiego_z_1980_roku">Powrót do systemu? Dyskusja redakcyjna wokół tekstu Zbigniewa Kwiecińskiego z 1980 roku</a></div><div class="wp-workCard_item"><span>Ars Educandi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dyskusja zorganizowana przez redakcję „Ars Educandi” dotyczy aktualności diagnoz społecznego kryz...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dyskusja zorganizowana przez redakcję „Ars Educandi” dotyczy aktualności diagnoz społecznego kryzysu w czasie upadku systemu komunistycznego w Polsce. Wydany w 1980 roku tekst Zbigniewa Kwiecińskiego stał się pretekstem do rozważań na temat podobieństw i różnic tamtego systemu do obecnej formy autorytaryzmu w Polsce, do pytań o logikę kryzysu, o relacje społecznych emocji do struktury społecznego systemu oraz o to, czy posługiwanie się figurą systemu społecznego nadal jest zasadne.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f3366197a383650f087a91834dcacf62" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107457910,"asset_id":109286875,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107457910/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286875"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286875"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286875; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286875]").text(description); $(".js-view-count[data-work-id=109286875]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286875; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286875']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286875, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f3366197a383650f087a91834dcacf62" } } $('.js-work-strip[data-work-id=109286875]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286875,"title":"Powrót do systemu? Dyskusja redakcyjna wokół tekstu Zbigniewa Kwiecińskiego z 1980 roku","translated_title":"","metadata":{"abstract":"Dyskusja zorganizowana przez redakcję „Ars Educandi” dotyczy aktualności diagnoz społecznego kryzysu w czasie upadku systemu komunistycznego w Polsce. Wydany w 1980 roku tekst Zbigniewa Kwiecińskiego stał się pretekstem do rozważań na temat podobieństw i różnic tamtego systemu do obecnej formy autorytaryzmu w Polsce, do pytań o logikę kryzysu, o relacje społecznych emocji do struktury społecznego systemu oraz o to, czy posługiwanie się figurą systemu społecznego nadal jest zasadne.","publisher":"Uniwersytet Gdanski","publication_name":"Ars Educandi"},"translated_abstract":"Dyskusja zorganizowana przez redakcję „Ars Educandi” dotyczy aktualności diagnoz społecznego kryzysu w czasie upadku systemu komunistycznego w Polsce. 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His participation in the São Toméan literacy campaign resulted in the abandonment of the category of conscientization that was central to his philosophy. Freire's decision was dictated by the fact that the category's interpretations were threatened by teachers who felt superior to learners. During the São Toméan literacy campaign, Freire came to believe that a necessary condition for the social symmetry in education (and in society in general) was to concentrate on community's practical problems, whose solution is a difficult task both for teachers and students. 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Instytucie Paula Freirego" class="work-thumbnail" src="https://attachments.academia-assets.com/107457940/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286868/Ekonomia_dla_emancypacji_doktryny_gospodarcze_w_Instytucie_Paula_Freirego">Ekonomia dla emancypacji: doktryny gospodarcze w Instytucie Paula Freirego</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The main purpose of this article is to reconstruct economic doctrines of the Institute of Paulo F...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The main purpose of this article is to reconstruct economic doctrines of the Institute of Paulo Freire which is well known for being one of the most important centres of emancipatory education. Researchers associated with Freire’s critical philosophy of education overcome the impasse of critical theory by inventing alternative economy solutions instead of elaborating neverending criticism of capitalist economy. The article discusses positive economic program of Freire’s Institutes which includes people’s economy of solidarity and inclusive hegemony of public policies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b452f6a88d076e9aa0dc815081b89743" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107457940,"asset_id":109286868,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107457940/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286868"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286868"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286868; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286868]").text(description); $(".js-view-count[data-work-id=109286868]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286868; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286868']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286868, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b452f6a88d076e9aa0dc815081b89743" } } $('.js-work-strip[data-work-id=109286868]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286868,"title":"Ekonomia dla emancypacji: doktryny gospodarcze w Instytucie Paula Freirego","translated_title":"","metadata":{"abstract":"The main purpose of this article is to reconstruct economic doctrines of the Institute of Paulo Freire which is well known for being one of the most important centres of emancipatory education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109286866"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109286866/_Uczniowie_z_problemami_problem_z_uczniami_i_idealna_lekcja_Narracje_nauczycieli_o_sensie_pracy"><img alt="Research paper thumbnail of „Uczniowie z problemami”, problem z uczniami i idealna lekcja. Narracje nauczycieli o sensie pracy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286866/_Uczniowie_z_problemami_problem_z_uczniami_i_idealna_lekcja_Narracje_nauczycieli_o_sensie_pracy">„Uczniowie z problemami”, problem z uczniami i idealna lekcja. Narracje nauczycieli o sensie pracy</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article presents results of phenomenography research on teacher’s work experiences. Meanings ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article presents results of phenomenography research on teacher’s work experiences. Meanings imparted to labour show vocational ideology of that group. “Students with problems” phenomenon appeared from interviews and – as interviewed teachers describe it – refers to students’ lack of subordination, obedience and discipline. That allows to spot a crucial problem of jouissance stealing committed by “students with problem” but this problem is much more profound. “Students with problem” conceptualization covers real problem of teachers: “problems with student”. Those who are troublemaker for teachers are considered as those who are form lower social classes and are lost not only for educational system but also for social system at all. Interviewed teachers find work with “students with problems” pointless and claims that students and their families are only one to blame. However essence of this conceptualization are teachers’ problems with students which expose “horror of the Real” ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286866]").text(description); $(".js-view-count[data-work-id=109286866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286866, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=109286866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286866,"title":"„Uczniowie z problemami”, problem z uczniami i idealna lekcja. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109286863"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109286863/Pedagogiczne_kontrowersje_wok%C3%B3%C5%82_prawa_wyznaniowego_w_Polsce_przypadek_katechezy_szkolnej"><img alt="Research paper thumbnail of Pedagogiczne kontrowersje wokół prawa wyznaniowego w Polsce – przypadek katechezy szkolnej" class="work-thumbnail" src="https://attachments.academia-assets.com/107457936/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286863/Pedagogiczne_kontrowersje_wok%C3%B3%C5%82_prawa_wyznaniowego_w_Polsce_przypadek_katechezy_szkolnej">Pedagogiczne kontrowersje wokół prawa wyznaniowego w Polsce – przypadek katechezy szkolnej</a></div><div class="wp-workCard_item"><span>Forum Oświatowe</span><span>, 2011</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Article deals with possibility of engaging problem of school catechesis with radical and critical...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Article deals with possibility of engaging problem of school catechesis with radical and critical paradigm of education. The main problem refers to freedom of religion as a one of the human rights and necessary conditions of freedom in education. A school catechesis is considered as a potential arena of ideological struggle between different world views, what in case of hierarchical educational system can provoke unacceptable, in democratic states, infringement of human rights. All kinds of religion pedagogy brig up danger of illegitimate proselytism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="45bdf88ac97fc27e93e42bb8869ee82a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107457936,"asset_id":109286863,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107457936/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286863"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286863"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286863; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286863]").text(description); $(".js-view-count[data-work-id=109286863]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286863; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286863']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286863, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "45bdf88ac97fc27e93e42bb8869ee82a" } } $('.js-work-strip[data-work-id=109286863]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286863,"title":"Pedagogiczne kontrowersje wokół prawa wyznaniowego w Polsce – przypadek katechezy szkolnej","translated_title":"","metadata":{"abstract":"Article deals with possibility of engaging problem of school catechesis with radical and critical paradigm of education. The main problem refers to freedom of religion as a one of the human rights and necessary conditions of freedom in education. A school catechesis is considered as a potential arena of ideological struggle between different world views, what in case of hierarchical educational system can provoke unacceptable, in democratic states, infringement of human rights. All kinds of religion pedagogy brig up danger of illegitimate proselytism.","publication_date":{"day":null,"month":null,"year":2011,"errors":{}},"publication_name":"Forum Oświatowe"},"translated_abstract":"Article deals with possibility of engaging problem of school catechesis with radical and critical paradigm of education. The main problem refers to freedom of religion as a one of the human rights and necessary conditions of freedom in education. 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This objective includes both literally and metaphor meanings of colonisation and decolonisation used by P. Freire in his philosophy of education. Thus I will present modified by P. Freire conception of closed society as a relic of colonial society and I will also present his notion of colonisation and decolonisation of minds as an objective action for basic literacy during decolonisation processes in Africa in the seventies. The main reason of such purpose of this text is that colonisation is the crucial point and the main cause of emancipation in Freire's conception of social movements in general and popular education in particular. On the other hand decolonisation is an archetypal form of emancipation, thus taking into account present social inequalities theory of P. Freire is still totally valid.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Kultura i 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Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy"},{"id":5344,"name":"Paulo Freire","url":"https://www.academia.edu/Documents/in/Paulo_Freire"},{"id":6556,"name":"Colonialism","url":"https://www.academia.edu/Documents/in/Colonialism"},{"id":12972,"name":"Emancipation","url":"https://www.academia.edu/Documents/in/Emancipation"},{"id":195238,"name":"Emancipatory Pedagogy","url":"https://www.academia.edu/Documents/in/Emancipatory_Pedagogy"},{"id":1151176,"name":"Post Colonialism","url":"https://www.academia.edu/Documents/in/Post_Colonialism"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="109286860"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/109286860/Dialoguj%C4%85c_z_Roman%C4%85_Miller_Recenzja_ksi%C4%85%C5%BCki_Wi%C4%99cej_ni%C5%BC_teatr_Sztuka_zaanga%C5%BCowana_i_anga%C5%BCuj%C4%85ca_wychowawczo_Romany_Miller_inspiracje_dla_wsp%C3%B3%C5%82czesnej_pedagogiki_pod_redakcj%C4%85_Marii_Szczepskiej_Pustkowskiej_oraz_Ewy_Rodziewicz"><img alt="Research paper thumbnail of Dialogując z Romaną Miller. Recenzja książki Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller inspiracje dla współczesnej pedagogiki , pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz" class="work-thumbnail" src="https://attachments.academia-assets.com/107457904/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109286860/Dialoguj%C4%85c_z_Roman%C4%85_Miller_Recenzja_ksi%C4%85%C5%BCki_Wi%C4%99cej_ni%C5%BC_teatr_Sztuka_zaanga%C5%BCowana_i_anga%C5%BCuj%C4%85ca_wychowawczo_Romany_Miller_inspiracje_dla_wsp%C3%B3%C5%82czesnej_pedagogiki_pod_redakcj%C4%85_Marii_Szczepskiej_Pustkowskiej_oraz_Ewy_Rodziewicz">Dialogując z Romaną Miller. Recenzja książki Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller inspiracje dla współczesnej pedagogiki , pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz</a></div><div class="wp-workCard_item"><span>Ars Educandi</span><span>, 2017</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bfc49a9b9857598f4c2b2c84e7b2112b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107457904,"asset_id":109286860,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107457904/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109286860"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109286860"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109286860; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109286860]").text(description); $(".js-view-count[data-work-id=109286860]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109286860; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109286860']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 109286860, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bfc49a9b9857598f4c2b2c84e7b2112b" } } $('.js-work-strip[data-work-id=109286860]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109286860,"title":"Dialogując z Romaną Miller. Recenzja książki Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller inspiracje dla współczesnej pedagogiki , pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz","translated_title":"","metadata":{"publisher":"Uniwersytet Gdanski","grobid_abstract":"Dialogując z Romaną Miller. Recenzja książki Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo-Romany Miller inspiracje dla współczesnej pedagogiki, pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz Recenzowana książka to zbiorowe opracowanie pod redakcją naukową Marii Szczepskiej-Pustkowskiej i Ewy Rodziewicz, którego przedmiotem stał się dorobek Romany Miller, ze szczególnym uwzględnieniem jej teorii edukacji teatralnej. Książka ta nie jest jednak pisana \"ku pamięci\" mentorki gdańskiej pedagogiki, ale ma charakter twórczego przekształcania, aktualizującej reinterpretacji, a niekiedy surowej rewizji teoretycznej spuścizny Romany Miller. Dyskurs toczy się-co zresztą znajduje swój wyraz w tytułach poszczególnych części książki-w konwencji \"aktualizacji\", \"przemieszczenia znaczeń\", \"krytyki\" i \"konfrontacji\". Uprzedzając bardziej szczegółową analizę, Więcej niż teatr jest wartościową pozycją, której przedmiotem jest filozofia wychowania, pedagogika ogólna, teoria wychowania, a przede wszystkim teoria i praktyka edukacji teatralnej, pojmowanej w kategoriach wychowania do świata rzeczywistego przez świat fikcyjny, przez inscenizację. Szczególna wartość książki Więcej niż teatr polega także na tym, że w jednej publikacji spotyka się bodaj aż pięć pokoleń gdańskiej pedagogiki, która-o ile mogę zachować bezstronność w ocenie-stanowi na mapie polskiej pedagogiki szkołę wyjątkową z jej inklinacjami do filozofii, jakościowych metod badawczych, pedagogiki krytycznej czy demokratycznych, poziomych struktur wymiany intelektualnej między jej członkami. Efekt spotkania pięciu pokoleń gdańskiej pedagogiki został osiągnięty przez Autorki omawianej pozycji za sprawą pomysłu kompozycyjnego, którego należy pogratulować, a który polegał na włączeniu do książki Więcej niż teatr tekstów samej Romany Miller. Otrzymujemy tu zatem nie tylko współczesne i uwspółcześnione interpretacje teorii dialektycznej interwencji wychowawczej w relacje między człowiekiem-wychowankiem a jego światem życia, ale i samą koncepcję Romany Miller w procesie jej tworzenia.","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"Ars 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profile--work_container" data-work-id="37155124"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37155124/Pedagogia_mo%C5%BCliwo%C5%9Bci_w_ekonomii_Ladislau_Dowbor_Co_to_za_gra_Nowe_podej%C5%9Bcia_do_ekonomii_Ksi%C4%85%C5%BCka_i_Praca_Warszawa_2017_ss_253_Parezja_2_2017_8_s_145_150_DOI_10_15290_parezja_2017_08_10"><img alt="Research paper thumbnail of Pedagogia możliwości w ekonomii. Ladislau Dowbor, Co to za gra? Nowe podejścia do ekonomii, Książka i Praca, Warszawa 2017, ss. 253, „Parezja”, 2/2017 (8), s. 145-150, DOI: 10.15290/parezja.2017.08.10" class="work-thumbnail" src="https://attachments.academia-assets.com/57105414/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37155124/Pedagogia_mo%C5%BCliwo%C5%9Bci_w_ekonomii_Ladislau_Dowbor_Co_to_za_gra_Nowe_podej%C5%9Bcia_do_ekonomii_Ksi%C4%85%C5%BCka_i_Praca_Warszawa_2017_ss_253_Parezja_2_2017_8_s_145_150_DOI_10_15290_parezja_2017_08_10">Pedagogia możliwości w ekonomii. Ladislau Dowbor, Co to za gra? Nowe podejścia do ekonomii, Książka i Praca, Warszawa 2017, ss. 253, „Parezja”, 2/2017 (8), s. 145-150, DOI: 10.15290/parezja.2017.08.10</a></div><div class="wp-workCard_item"><span>Parezja</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pedagogy of Possibility in Economy, Ladislau Dowbor, Co to za gra? Nowe podejścia do ekonomii, Ks...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pedagogy of Possibility in Economy,<br />Ladislau Dowbor, Co to za gra? Nowe podejścia do ekonomii,<br />Książka i Praca, Warszawa 2017, pp. 253<br />The main purpose of this text is to review new book of L. Dowbor. Co to za gra? is fourth book of the brazilian economist, published in Poland. The Review is written from the perspective of educational theory and economic conditions are considered as significant for educational processes in general, and educational emancipatory processes in specific. Reviewed book is an exceptional example of Freiran pedagogy of possibility in discourse of economy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c1f43423fe18b4421ebdb079dc37c406" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57105414,"asset_id":37155124,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57105414/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37155124"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37155124"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37155124; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37155124]").text(description); $(".js-view-count[data-work-id=37155124]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37155124; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37155124']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37155124, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c1f43423fe18b4421ebdb079dc37c406" } } $('.js-work-strip[data-work-id=37155124]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37155124,"title":"Pedagogia możliwości w ekonomii. 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Recenzja książki Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller inspiracje dla współczesnej pedagogiki, pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz" class="work-thumbnail" src="https://attachments.academia-assets.com/55565470/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35694237/Dialoguj%C4%85c_z_Roman%C4%85_Miller_Recenzja_ksi%C4%85%C5%BCki_Wi%C4%99cej_ni%C5%BC_teatr_Sztuka_zaanga%C5%BCowana_i_anga%C5%BCuj%C4%85ca_wychowawczo_Romany_Miller_inspiracje_dla_wsp%C3%B3%C5%82czesnej_pedagogiki_pod_redakcj%C4%85_Marii_Szczepskiej_Pustkowskiej_oraz_Ewy_Rodziewicz">Dialogując z Romaną Miller. Recenzja książki Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller inspiracje dla współczesnej pedagogiki, pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recenzja książki "Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recenzja książki "Więcej niż teatr. Sztuka zaangażowana i angażująca wychowawczo – Romany Miller inspiracje dla współczesnej pedagogiki", pod redakcją Marii Szczepskiej-Pustkowskiej oraz Ewy Rodziewicz.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69a5106143a63d6094ec3f3e4b6d180b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55565470,"asset_id":35694237,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55565470/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35694237"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35694237"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35694237; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35694237]").text(description); $(".js-view-count[data-work-id=35694237]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35694237; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='35694237']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 35694237, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "69a5106143a63d6094ec3f3e4b6d180b" } } $('.js-work-strip[data-work-id=35694237]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":35694237,"title":"Dialogując z Romaną Miller. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="6949516" id="miscellanea"><div class="js-work-strip profile--work_container" data-work-id="45611135"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45611135/Nieobecne_Absent_Ars_Educandi_vol_18_2021_call_for_papers"><img alt="Research paper thumbnail of Nieobecne/Absent, "Ars Educandi", vol. 18 , 2021, call for papers" class="work-thumbnail" src="https://attachments.academia-assets.com/66097846/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45611135/Nieobecne_Absent_Ars_Educandi_vol_18_2021_call_for_papers">Nieobecne/Absent, "Ars Educandi", vol. 18 , 2021, call for papers</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 1991, in the time of profound social and political changes, the first volume of “Absent Discou...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 1991, in the time of profound social and political changes, the first volume of “Absent Discourses” (“Nieobecne dyskursy”), edited by Zbigniew Kwieciński, was published. In merely six consecutive volumes, the editor and authors managed to open the horizons of Polish educational studies to new ideas and theories – to what then had been excluded or for various reasons absent. That series inspired a new generation of pedagogues and educational researchers who directed themselvs towards critical, emancipatory, or alternative pedagogies. <br />In the forthcoming issue of Ars Educandi we want to return to that radical idea. In the thirthieth anniversary of the publication of Absent Discourses we are thus attempting at textualizing absence anew. We are inviting researchers to expose pitfalls in which contemporary pedagogy might have got trapped. We are inviting to pushing the borders of educational discourse. This time, we will not write on paradigmatic conceptions, and we do not have to stick to canonized languages if those are not capable of expressing that which has become taboo or that which cannot be said and heard. We are inviting to speak of what usually remains “unpublishable” or on what we do not write, fearing of being excluded. <br />We are inviting theoretical papers and empirical reports from the broadly understood domain of educational studies. With merits and ethical criteria in mind, in the forthcoming issue of Ars Educandi we shall write on what is absent in pedagogy today. <br />We are expecting to receive your papers by Septeber 30th 2021. We will appreciate your prior announcement on the intention to submit the paper, with a preliminary description of its problematic.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="105fda5f28487fc13ebd5127e4a64c1e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66097846,"asset_id":45611135,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66097846/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45611135"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45611135"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45611135; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45611135]").text(description); $(".js-view-count[data-work-id=45611135]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45611135; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45611135']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45611135, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "105fda5f28487fc13ebd5127e4a64c1e" } } $('.js-work-strip[data-work-id=45611135]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45611135,"title":"Nieobecne/Absent, \"Ars Educandi\", vol. 18 , 2021, call for papers","translated_title":"","metadata":{"abstract":"In 1991, in the time of profound social and political changes, the first volume of “Absent Discourses” (“Nieobecne dyskursy”), edited by Zbigniew Kwieciński, was published. 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class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40082278/Summary_of_Professional_Accomplishments"><img alt="Research paper thumbnail of Summary of Professional Accomplishments" class="work-thumbnail" src="https://attachments.academia-assets.com/60288546/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40082278/Summary_of_Professional_Accomplishments">Summary of Professional Accomplishments</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This is my Summary of Professional Accomplishments prepared for procedure of habilitation that is...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This is my Summary of Professional Accomplishments prepared for procedure of habilitation that is scientific degree at postdoctoral level of academic professional life. I show my way from critical pedagogy to pedagogy of emancipation based on Freire's conception of popular education and Suchodolski's conception of materialist pedagogy. My research included research internship São Tomé and Guinea Bissau that is why I focused on the most radical period of Freire's educational odyssey.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b188784f1a0d44a1f868f4cb733be461" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60288546,"asset_id":40082278,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60288546/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40082278"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40082278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40082278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40082278]").text(description); $(".js-view-count[data-work-id=40082278]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40082278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40082278']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40082278, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b188784f1a0d44a1f868f4cb733be461" } } $('.js-work-strip[data-work-id=40082278]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40082278,"title":"Summary of Professional Accomplishments","translated_title":"","metadata":{"abstract":"This is my Summary of Professional Accomplishments prepared for procedure of habilitation that is scientific degree at postdoctoral level of academic professional life. I show my way from critical pedagogy to pedagogy of emancipation based on Freire's conception of popular education and Suchodolski's conception of materialist pedagogy. My research included research internship São Tomé and Guinea Bissau that is why I focused on the most radical period of Freire's educational odyssey.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"This is my Summary of Professional Accomplishments prepared for procedure of habilitation that is scientific degree at postdoctoral level of academic professional life. I show my way from critical pedagogy to pedagogy of emancipation based on Freire's conception of popular education and Suchodolski's conception of materialist pedagogy. 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data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/Ma%C5%82gorzataCackowska">Małgorzata Cackowska</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://ug.academia.edu/PiotrSta%C5%84czyk">Piotr Stańczyk</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a1403ff0554cff0fcd5ce17e61e78749" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45641431,"asset_id":25091487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45641431/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" 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Rozdział IV Praca. Dyskursywna konstrukcja podmiotu: przyczynek do rekonstrukcji pedagogiki kultury [cały tekst]" class="work-thumbnail" src="https://attachments.academia-assets.com/53090451/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32965680/Rozdzia%C5%82_IV_Praca_Dyskursywna_konstrukcja_podmiotu_przyczynek_do_rekonstrukcji_pedagogiki_kultury_ca%C5%82y_tekst_">Rozdział IV Praca. Dyskursywna konstrukcja podmiotu: przyczynek do rekonstrukcji pedagogiki kultury [cały tekst]</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Tekst ten stanowi rozdział 4. monografii pod tytułem Dyskursywna konstrukcja podmiotu. Przyczynek...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Tekst ten stanowi rozdział 4. monografii pod tytułem Dyskursywna konstrukcja podmiotu. Przyczynek do rekonstrukcji pedagogiki kultury. Przedmiotem tekstu jest dyskursywna konstrukcja podmiotu pracy.<br /><br />Źródło: Małgorzata Cackowska, Lucyna Kopciewicz, Mirosław Patalon, Piotr Stańczyk, Karolina Starego, Tomasz Szkudlarek, Dyskursywna konstrukcja podmiotu. Przyczynek do rekonstrukcji pedagogiki kultury, Wydawnictwo Uniwersytetu Gdańskiego, Gdańsk 2012, s. 155-207.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0c314b31925df5daec0486275a6e39a4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53090451,"asset_id":32965680,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53090451/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32965680"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32965680"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32965680; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32965680]").text(description); $(".js-view-count[data-work-id=32965680]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32965680; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32965680']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32965680, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0c314b31925df5daec0486275a6e39a4" } } $('.js-work-strip[data-work-id=32965680]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32965680,"title":"Rozdział IV Praca. 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Ewą Graczyk (filolożką i feministką) przez Piotra Stańczyk...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Zapis wywiadu przeprowadzonego z prof. Ewą Graczyk (filolożką i feministką) przez Piotra Stańczyka i Sylwestra Zielkę w okresie narastającej paniki moralnej wokół pojęcia "gender".<br /><br />"Ars Educandi", Tom XI, 2014, s. 233-242.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27076d33c50c8fa57de950a60a4f73f0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":53046987,"asset_id":32909826,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/53046987/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32909826"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32909826"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32909826; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32909826]").text(description); $(".js-view-count[data-work-id=32909826]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32909826; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32909826']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32909826, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27076d33c50c8fa57de950a60a4f73f0" } } $('.js-work-strip[data-work-id=32909826]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32909826,"title":"O poszukiwaniu wroga, gender i kształceniu nauczycieli z profesor Ewą Graczyk rozmawiają Piotr Stańczyk i Sylwester Zielka","translated_title":"","metadata":{"abstract":"Zapis wywiadu przeprowadzonego z prof. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="32701161"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/32701161/Spo%C5%82eczne_nier%C3%B3wno%C5%9Bci_edukacyjne_sprawozdanie_z_konferencji_organizowanej_przez_Biuro_Rzecznika_Praw_Obywatelskich"><img alt="Research paper thumbnail of Społeczne nierówności edukacyjne – sprawozdanie z konferencji organizowanej przez Biuro Rzecznika Praw Obywatelskich" class="work-thumbnail" src="https://attachments.academia-assets.com/52864014/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/32701161/Spo%C5%82eczne_nier%C3%B3wno%C5%9Bci_edukacyjne_sprawozdanie_z_konferencji_organizowanej_przez_Biuro_Rzecznika_Praw_Obywatelskich">Społeczne nierówności edukacyjne – sprawozdanie z konferencji organizowanej przez Biuro Rzecznika Praw Obywatelskich</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dnia 23 kwietnia 2009 roku odbyła się w Warszawie w siedzibie Biura Rzecznika Praw Obywatelskich ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dnia 23 kwietnia 2009 roku odbyła się w Warszawie w siedzibie Biura Rzecznika Praw Obywatelskich konferencja zatytułowana Społeczne nierówności edukacyjne. Choć temat nierówności społecznych w edukacji jest tematem stale znajdującym się w centrum zainteresowania badaczy i ciągle pozostaje tematem dyskusji w przestrzeni dyskursu naukowego, to odnotować można jego nieobecność w szerszym dyskursie publicznym. Tym samym konferencja Społeczne nierówności<br />edukacyjne jest szczególnie ważna, a to ze względu na instytucjonalne<br />zakorzenienie tej bardzo ważnej tematyki. Ze względu na osobę organizatora – Rzecznika Praw Obywatelskich dra Janusza Kochanowskiego – zagadnienie nierówności społecznych w edukacji zyskiwało należną mu rangę.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ededace3787c6d0c87f28be0a908e44a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52864014,"asset_id":32701161,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52864014/download_file?st=MTczMjc2NzI5MSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="32701161"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="32701161"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32701161; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32701161]").text(description); $(".js-view-count[data-work-id=32701161]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32701161; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='32701161']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 32701161, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ededace3787c6d0c87f28be0a908e44a" } } $('.js-work-strip[data-work-id=32701161]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":32701161,"title":"Społeczne nierówności edukacyjne – sprawozdanie z konferencji organizowanej przez Biuro Rzecznika Praw Obywatelskich","translated_title":"","metadata":{"abstract":"Dnia 23 kwietnia 2009 roku odbyła się w Warszawie w siedzibie Biura Rzecznika Praw Obywatelskich konferencja zatytułowana Społeczne nierówności edukacyjne. Choć temat nierówności społecznych w edukacji jest tematem stale znajdującym się w centrum zainteresowania badaczy i ciągle pozostaje tematem dyskusji w przestrzeni dyskursu naukowego, to odnotować można jego nieobecność w szerszym dyskursie publicznym. Tym samym konferencja Społeczne nierówności\nedukacyjne jest szczególnie ważna, a to ze względu na instytucjonalne\nzakorzenienie tej bardzo ważnej tematyki. Ze względu na osobę organizatora – Rzecznika Praw Obywatelskich dra Janusza Kochanowskiego – zagadnienie nierówności społecznych w edukacji zyskiwało należną mu rangę."},"translated_abstract":"Dnia 23 kwietnia 2009 roku odbyła się w Warszawie w siedzibie Biura Rzecznika Praw Obywatelskich konferencja zatytułowana Społeczne nierówności edukacyjne. Choć temat nierówności społecznych w edukacji jest tematem stale znajdującym się w centrum zainteresowania badaczy i ciągle pozostaje tematem dyskusji w przestrzeni dyskursu naukowego, to odnotować można jego nieobecność w szerszym dyskursie publicznym. Tym samym konferencja Społeczne nierówności\nedukacyjne jest szczególnie ważna, a to ze względu na instytucjonalne\nzakorzenienie tej bardzo ważnej tematyki. 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