odnos , dakle upravo od dijaloškoga iskustva dramske pedagogije . Kako bilježi Paolo Freire ( 1997 : 21 ), dehumanizacija nije nešto na što mirno pristajemo , nego nešto čemu se suprotstavljamo na sve dostupne načine . Freire inzistira na tome da se ideologijske samorazumljivosti prepoznaju kao privremeni , povijesno potrošivi konstrukti , oko čije valjanosti možemo pokrenuti različite vrste kritičkih dijaloga . Profesija dramske pedagoginje , osim toga , ne ovisi o vladajućem kurikulumu ( uvijek ga iznova izvedbeno propitujući i promišljajući ), nego o respektu prema učeničkom interesu i iskustvu . Stoga , predstavlja i politički i akademski prioritet edukacije u 21 . stoljeću .
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