Teacher’s Alternative Roles: in Search of Educational Dialogue

Статтю присвячено висвітленню трансформацій ролі вчителя у світлі альтернативної педагогіки. Розглянуто ідею педагогіки пригноблених, запропоновану бразильським науковцем Пауло Фрейре. Продемонстровано різні зміни в ролі вчителя: від повного нівелювання (в антипедагогіці) до ролей трансформаційного інтелектуала, який допомагає все критикувати (у критичній педагогіці), чуйного партнера-фасилітатора (у Гештальт-педагогіці); фасилітатора самореалізації дитини (в емансипаційній педагогіці) та організатора діалогічного навчання (у трансгресивній педагогіці).The article is devoted to the teacher’s roles transformations in the context of alternative education. The idea of pedagogy of the oppressed by Paolo Freire has been presented in detail. A short outline of the book’s history has been given. The social and political roots of the education as the oppression tool have been shown. The banking concept of education has been criticized as the one that contradicts the idea of freedom and democracy. The author reinforces the idea that democratic changes of education gave start to different alternative visions of the teacher’s role, which were expressed through different approaches to education that constituted branches of alternative pedagogy. As it is shown in the article, Antipedagogy, Critical Pedagogy, Gestalt Pedagogy, Emancipation Pedagogy, Transgressive Pedagogy questioned the teacher’s traditional role of being the only source of knowledge able to pass it to students as objects of teaching. Different changes in the teacher’s roles have been demonstrated: the neglected one (in Antipedagogy), the one of the transformational intellectual assisting in criticizing everything (in Critical Pedagogy), the thoughtful facilitating partner (in Gestalt Pedagogy), the child’s self-actualization supporter (Emancipation Pedagogy), the dialogue learning organizer (Transgressive Pedagogy). The author draws a conclusion that the teacher’s role has been transformed with the stress moved from teaching to learning; when both the teacher and the student are partners in their reciprocal learning