Paulo Freire's Work and the Dialogue with the Interculturality (original) (raw)
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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.
Revista Lusofona De Educacao, 2013
The main thesis of this paper is that Freire's original experience in Angicos anticipated a grand design for social transformation of educational systems. As such it brought together two key concepts that formulated the basis of his educational system: popular culture as an counter-hegemonic project and popular education, more particularly what was later called citizen schools or public popular education as keystone of his new educational system. I use the term Paulo Freire System to show that his original attempts were not only to challenge pedagogical the prevailing banking education system that was so pervasive in Brazil and Latin American at the time. In challenging the hegemony of banking education, its narrative, theoretical foundations, epistemology and methodology, Freire and his team sought to create a new system that could replace the old one. They saw banking education not only as obsolete in terms of modernization of systems but also oppressive in gnoseological, epistemological and political terms. In the conclusion of this paper I will discuss the twins obsessions of Freire, already present in the Angicos experience and that will stay with him throughout his life: the relationship between democracy, citizenship and education, and education as a postcolonial ethical act of social transformation. I would like to emphasize therefore that the Paulo Freire system, as conceived in the Angicos experience and its aftermath was a much larger and comprehensive system that originally considered, even by his critics.
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
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, ...
Conjecturas
This research seeks to expand and strengthen the theoretical and methodological subsidies of Paulo Freire's Pedagogy in its application to education. In this way, we will bring to reflection three concepts that are interrelated in Paulo Freire's Pedagogy, especially in the Pedagogy of Autonomy: epistemological curiosity, methodical rigor and right thinking. Methodological is a qualitative study with bibliographic research on Paulo Freire's pedagogy. Paulo Freire warns that by recognizing ourselves as human beings, we must also contribute to the humanization of other human beings. For this, it is necessary to face contradictions in order to combat the disqualification of life and the acts of injustice that aggravate cultural and social inequalities. Paulo Freire's research on Pedagogy is revealed as a political, ethical-critical call: it is education that must be constituted as a way of life, as social praxis, synthesizing reflection, the action of deciding, and tran...
The Educational Praxis of Paulo Freire: Translations & Interventions
Pioneers in education: Essays in honor of Paulo Freire, 2007
In the intervening 76 years, he endowed us with a legacy of writings and action that inspired generations of critical educators to explore the role of education in struggling against oppression and injustice. He was a pedagogue who expanded our perceptions of the world, nourished our will, enlightened our awareness of the causes and consequences of human suffering and illuminated the need to develop an ethical and utopian pedagogy for social change. His death left us with memories of his gestures and passionate voice, his white bearded face resembling a prophet and his marvelous Socratic books.
Reflexões Sobre O Itinerário De Pesquisa De Paulo Freire: Contribuições Para a Saúde
Texto & Contexto - Enfermagem, 2017
Objective: to reflect on Paulo Freire's Research Itinerary as a theoretical-methodological framework developed within the Culture Circles and their contributions to health. Method: the text was constructed with the support of the Freirean praxis, seeking to reflect on its method of work, which occurs in three dialectical and interdisciplinary phases: thematic research; coding and decoding; and critical unveiling. The research itinerary values the cultural and historical sources of the participants, which can be revealed in the Culture Circles. Results: this framework is based on a critical-social pedagogy, which has an ethical commitment to emancipation and liberation from society to promote quality of life. For this to occur there are two fundamental elements in its philosophy: awareness and dialogue. These reflect a true exercise of transdisciplinarity, especially in the area of health, whose practices are aimed at the human being. Paulo Freire is an educator, based on a political-humanist vision, whose main concepts are: dialogue, culture, praxis, oppressor/oppressed, emancipation and Culture Circles Conclusion: freirean praxis reflects reality and intervenes in such, theorizing it not pedagogically but in its political dimension. It is articulated with qualitative research, seeking to unveil social reality.
Paulo Freire 1921-1997: An Appreciation.
Convergence, 1997
Paulo Freire has been one of the most significant educationists of the last thirty years. He is cited freely in the literature on education and social thought emerging not only from the 'Third World', which provided the context for most of his practice and ideas, but also from Western industrialized centres.
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