The Educational Praxis of Paulo Freire: Translations & Interventions (original) (raw)
Related papers
Paulo Freire: From Critical Consciousness to the Pedagogy of the Oppressed
Knowledge International Journal, 2022
Throughout history, the way education has been organized has changed as has its content and character. As an expression of collective needs, education has served as a vehicle for accomplishing societal tasks and goals. Often – amid discrepancies between societal goals and existing school practices – reforms have been planned and implemented, meeting with rigorous criticism. The traditional approach to education faced its sharpest criticism at the end of the 19th and in the first half of the 20th century. Europe was at that time the epicenter of new pedagogic trends founded on the critique of tradition and a struggle for a contemporary classroom. A significant approach was critical pedagogy, put forward by Paulo Reglus Neves Freire (1921-1997). Freire developed this creative thesis in the field of adult education by linking the language of criticism to that of possibility. His revolutionary ideas in literacy and educational practice became the trademark of pedagogy all over the world and the great Pierre Furter described him as “the myth of his own time”. The goal of this paper is to present – through an analysis of Freire’s major works – his philosophy and radical approach to education and the pedagogy of the oppressed. The authors ask the following questions: Is the democratization and revolution of the classroom possible? How can education transform the individual and society? Which lessons have we learned from Freire? The first part of the paper presents an overview of the material, functional, and educational tasks of the school, the traditional approach, and the concept of the active school. The paper includes an illustrative analysis of the didactic triangle, the general model of teaching by Daniel Pratt, and a model developed by Freire – including his banking concept of education, what Freire describes as the oppressive culture of silence, and his centering of dialogue as a key aspect of learning inseparable from practice. Freire’s pedagogy of literacy entails, above all, the development of critical consciousness, the formation of which enables the questioning of historical and social circumstances to create a democratic society. Critical consciousness enables the teacher to understand social reality and develop a list of words and topics that can stimulate discussion. On the other hand, it enables students to learn to understand and then transform reality. Dialogue between the student and the teacher furthers social change, as Freire states, because “human beings are not built in silence, but in word, in work, in action-reflection”. Although he ranks amongst the most famous representatives of radical education reform, Freire is unfairly neglected in the Balkans. This paper is an attempt to incentivize a more studious investigation into his work and contribution to the social sciences, action research, reform processes, and the educational system in general. With this paper, the authors also wish to mark 25 years since the death of this Brazilian educator, activist, philosopher, and one of the most influential theoreticians of education in the 20th century. Кeywords: education, pedagogy of the oppressed, critical pedagogy, radical education reform, Paulo Freire
Education Politics and Society in Paulo Freire
No entender de Paulo Freire (1989), o conhecimento exige que cada pessoa seja um sujeito curioso diante do mundo em que vive. Esta atitude leva a pessoa a desenvolver uma postura "transformadora sobre a realidade", pois, esta requer uma invenção e reinvenção da situação em que cada um for a se encontrar. Reflectido criticamente sobre este posicionamento, nota-se que este entra em contradição com os ideais apresentados pelo Ministério de Educação em Moçambique, por este último se preocupar em promover a formação profissional e o combate à pobreza. Partindo deste contexto, este artigo procura reflectir sobre a educação moçambicana partindo do pensamento desenvolvido por Paulo Freire. Primeiramente, este trabalho irá apresentar as bases teóricas do pensamento de Freire, para, em seguida, apresentar a crítica que ele faz ao método tradicional (de depósito de conhecimentos). Considerando esta como a base fundacional da crítica de Freire, na terceira parte, este trabalho irá reflectir sobre como esse tipo de educação ajuda na transformação social, e partindo desta, o artigo seguirá para discutir a sua relevância para a situação de educação em Moçambique, para depois apresentar a devida conclusão. Palavras-chave método de depósito, problematização, conscientização, ingenuidade educação em Moçambique
Title Paulo Freire's theory of education in the 1990s:from a political struggle to a social struggle
2000
In this paper I focused on examining from a historical perspective the development of the social thematics in Paulo Freire's seven works published in the 1990s compared to his masterpiece "Pedagogy of the Oppressed" written in 1970. In the 1960s and 1970s, 'conscientization' was an important educational tool for people to gain political rights in order to struggle for the transformation of the social structure. In the 1990s however, with the redemocratization process that started in the beginning of the 1980s, people had acquired some political rights and it became necessary to teach them how to use these rights. As a result, in the 1990s, Paulo Freire gives emphasis on the need to construct a democratic and popular school that gives the chance to everyone participate in its construction and "practice" their rights and duties as citizens.
Universal Journal of Educational Researc, 2020
The wisdom and courage that Freire expressed when criticizing the structure of oppression were actually rooted in a very real-life experience. Of course, this kind of life experience includes Freire’s life in Brazil. Thus, the background of this research is that the development of Paulo Freire’s critical pedagogy was closely related to the political, social, and economic oppression in parts of Latin America. From this we can understand that Freire’s critical pedagogy was intimately related to the Brazilian social context. So the purpose of this paper intends to visit the Brazilian social context (1950s-1970s) sand explore its influence on Paul Freire’s critical pedagogy. Secondly, it aims to illuminate its implications for education. In order to complete this research purpose, the documentary analysis method is used by the author. Furthermore, the principal results of this paper are to discuss implications for education. The implications are as follows: (1) education should build a more just society; (2) education is to let students change from “being for others” to “being for themselves”, and (3) pay much attention to justice in the teacher-student relationship. In conclusion, this paper contributes to the field of the exploration of Paulo Freire’s critical pedagogy by considering the historical, political, cultural, social, economic, educational, and religious aspects. This paper discusses some implications for education. These are importantaspectsoftheresearch.
Brazil’s unintended gift to the world: Paulo Freire’s Pedagogy of the Oppressed, fifty years later
Revista e-Curriculum
The text contextualizes briefly the work of literacy director Paulo Freire in the João Goulart government, which culminated in the military coup of 1964. During the dark times of civil-military dictatorship in Brazil, which remained until 1985, the Pedagogy of the Oppressed, written in 1968, was born for hope and democracy. Forbidden in Brazil, this work would be read by millions of people around the world. Emerging from a growing democratic movement in Brazil in the 1950s, Freire's pedagogy taught illiterates to read and write in just 40 hours. For Paulo Freire, throughout his life and work, the essential questions of his most famous book remained: What kind of society is this which we live in? Is it fair, democratic and egalitarian? What kind of world do we want? How do we get there from here? These questions were amplified on a global scale, when a sad story and a tragic destiny forced Paulo Freire to leave Brazil for 15 years, at a time of great vigor of his professional life, during which he became an unintended gift from Brazil to the world. Few books have been so widely debated, quoted, anthologized, and also used for teacher education, maintaining an extraordinary appeal fifty years later.
Paulo Freire and his Pedagogy of the Opressed
Paulo Freire's book Pedagogy of the Oppressed was written in 1968 and first published in Spanish also in 1968. It was subsequently translated to English, Italian, French and German. Although Freire was Brazilian and a native speaker of Portuguese, he was not able to publish this book in Brazil until 1975, seven years after he wrote it. This is because at this time, Paulo Freire was living in Geneva, Switzerland, exiled from Brazil due to political reasons. The following provides biographical and historical background on Freire and Brazil so that we can be better able to appreciate and understand the ideas developed in Pedagogy of the Oppressed.
Paulo Freire: Educational Contributions
Paulo Freire (1921 - 1997), the most influential thinker of education in the late twentieth century, particularly with informal educators with his emphasis on dialogue, his concern for the oppressed, and educational programs for adult education and literacy. According to Freire people are in two strata; the oppressor and the oppressed. The socio-educational frame works in present world are planned and executed by oppressors, but actually these have to be done by the oppressed. Banking in education is a metaphor used by him to comment on existing education that suggests students are considered empty bank accounts that should remain open to deposits made by the teacher. The knowledge is not a static entity and education is not a function of conveying ‘facts’. Problems of poor society can be overcome by progressive education and practices, based on dialogue, dialogical cultural action and praxis. The process of education should be for ‘conscientization’ and critical thinking and reflection. Entire education should be democratic in all sects. Conquest, divide and rule, manipulation and cultural invasion are the four techniques or frame works by oppressors to oppress the people. The alternative frame works of the oppressed are co-operation, unity for liberation, organization and cultural synthesis. These alternative frame works must be the unswerving design of socio-educational philosophy of third world democracies, which can be achieved by true education only.
2007
The year 2007 marks the 40th anniversary of the original publication in Portuguese of Paulo Freire’s first book, Education as the Practice of Freedom. In honor of this anniversary, this symposium brings together Latin American pedagogues to discuss the development and continued relevance of Freire’s work. Educacao e Atualidade Brasileira (Education and Contemporary Brazil) in the Work of Paulo Freire Maria Luisa de Aguiar Amorim Translated by John D. Holst and Maria Alicia Vetter Educacao e atualidade brasileira (Education and Contemporary Brazil) (Freire, 1959) establishes the roots of Freire’s ideas that appear in his first published book, Educacao como pratica da liberdade [Education as the practice of freedom] (Freire 1967); keeping the original theoretical framework, with some changes of wording, some re-ordering, adaptations to the context of the military coup of 1964, and the inclusion of his literacy method, Education and Contemporary Brazil, published posthumously in 2001, ...