Relevant bibliographies by topics / Freirean

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Freirean'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Freirean"

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Bertanha, Adriano, and Antonio Fernando Gouvêa da Silva. "A EPISTEMOLOGIA EM FREIRE E SUA RELAÇÃO COM O CURRÍCULO DA CIDADE DE SOROCABA." Revista Contexto & Educação 35, no. 111 (May 4, 2020): 29–45. http://dx.doi.org/10.21527/2179-1309.2020.111.29-45.

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O presente artigo, realizado durante o período de uma pesquisa de mestrado, esta vinculada ao programa de pós-graduação em educação da UFSCar, campus Sorocaba, tem como problema a epistemologia freireana e o currículo de Sorocaba, tendo em vista que os documentos pertencentes ao currículo municipal possuem fundamentações freireanas e que parte da fundamentação epistemológica da pedagogia freireana se formulou nas obras Pedagogia do oprimido (1981) e Extensão ou comunicação? (1983). Questionam-se quais são os principais referenciais epistemológicos dessas fundamentações e quais implicações possuem na sistematização de tais documentos. Tal processo seguiu o caminho de uma revisão geral. Em primeiro lugar, visitam-se as obras supracitadas do autor, recortando trechos importantes para os conceitos freireanos e comparando-os com excertos de Marx, com quem Freire já demonstra alguma proximidade, buscando legitimar, então, as possíveis influências. Em segundo lugar, realiza-se uma pesquisa documental, visitando os documentos que compõem o currículo da cidade de Sorocaba, para buscar se estes, ao seguirem a obra de Freire, também se comprometem com seus fundamentadores e seus objetivos políticos. Até atual estado da pesquisa, notou-se que há divergências entre as propostas práticas de tais documentos com as fundamentações filosóficas que Freire utiliza. Palavras-chave: Categorias de Freire; Currículo Freireano; Epistemologia. the epistemology in freire and its relationship with the curriculum of the city of sorocaba Abstract This article, carried out during the period of a master's research, is linked to the postgraduate program in education of UFSCar, Sorocaba campus, has as its problem the freirean epistemology and the Sorocaba curriculum, since the documents belonging to the municipal curriculum have Freirean foundations and that part of the epistemological foundation of Freirean pedagogy was formulated in the works Pedagogy of the oppressed (1981) and Extension or communication? (1983). It is questioned what are the main epistemological references of these foundations and what implications they have in the systematization of such documents. This process followed the path of a general overhaul. In the first place, the above-mentioned works of the author are visited, cutting important passages for the Freirean concepts and comparing them with excerpts of Marx, with whom Freire already demonstrates some proximity, seeking to legitimize, then, the possible influences. Secondly, a documentary research is carried out, visiting the documents that make up the curriculum of the city of Sorocaba, in order to find out if, following Freire's work, they also commit themselves to their founders and their political objectives. Up to the current state of the research, it has been noted that there are divergences between the practical proposals of such documents with the philosophical foundations that Freire uses. Key Words: Freire’s Categories; Freirean Curriculum; Epistemology.
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Amorim, Antonio, Eliane Silva Souza, and Rose Santos de Jesus Pereira. "A gestão escolar democrática na perspectiva freireana." Revista Educação e Emancipação 14, no. 1 (March 29, 2021): 15. http://dx.doi.org/10.18764/2358-4319.v14n1p15-38.

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O artigo discute a gestão escolar na perspectiva freireana a partir do estudo de casos múltiplos envolvendo escolas públicas de Salvador, Bahia, utilizando abordagem qualitativa e baseado na questão de como a gestão escolar municipal tem efetivado a gestão democrática considerando a perspectiva freireana de participação popular. O estudo visou refletir acerca da concretização da gestão escolar democrática envolvendo a participação dos sujeitos da Educação de Jovens e Adultos (EJA). A pesquisa demonstrou que para alcançar uma perspectiva freireana na gestão escolar é necessário que o diálogo e a participação estejam presentes, condições essenciais para que a democracia seja vivida e experienciada com a participação efetiva dos sujeitos da EJA na condução dos processos de gestão da escola, com vistas a auferir uma educação mais humanizadora, includente e que tencione atender aos reais anseios dos estudantes.Palavras-chave: Gestão escolar democrática. Diálogo. Educação de Jovens e Adultos.Democratic school management from the freirean perspectiveABSTRACT The article discusses the school management from Freire's perspective through the study of multiple cases involving public schools in Salvador, Bahia, using a qualitative approach and based on the question of how municipal school management has implemented democratic management considering the Freirean perspective of popular participation. The study aimed to reflect on the implementation of democratic school management involving the participation of the subjects of the Youth and Adult Education (YAE). Research has shown that in order to achieve a Freirean perspective in school management, dialogue and participation must be present, essential conditions for democracy to be lived and experienced with the effective participation of the subjects of YAE in the conduction of school management processes, with the purpose of obtaining a more humanizing and inclusive education, that intends to meet the real concerns of the studentsKeywords: Democratic school management. Dialogue. Youth and Adult Education.La gestión escolar democrática en la perspectiva de FreireRESUMENEl artículo analiza la gestión escolar en la perspectiva de Freire basada en estudio de casos múltiples que involucran escuelas públicas en Salvador, Bahía, utilizando un enfoque cualitativo basado en la cuestión de cómo la gestión escolar municipal ha implementado la gestión democrática considerando la perspectiva de Freire de participación popular. El estudio tuvo como objetivo reflexionar sobre la implementación de la gestión escolar democrática que involucra la participación de sujetos de la Educación de Jóvenes y Adultos (EJA). La investigación ha demostrado que, para lograr una perspectiva de Freire sobre la gestión escolar, debe haber el diálogo y la participación, condiciones esenciales para que la democracia sea experimentada con la participación efectiva de los sujetos de EJA en la conducción de los procesos de gestión escolar, con el fin de obtener una educación más humanizada e inclusiva que tenga la intención de satisfacer los verdaderos deseos de los estudiantes.Palabras clave: Gestión Escolar Democrática. Diálogo. Educación de Jóvenes y Adultos.
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Roberts, Peter. "Learning to live with doubt: Kierkegaard, Freire, and critical pedagogy." Policy Futures in Education 15, no. 7-8 (November 2017): 834–48. http://dx.doi.org/10.1177/1478210317736225.

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What role does doubt play in education? This article addresses this question, initially via an examination of Søren Kierkegaard’s Philosophical Fragments. Kierkegaard, through his pseudonym Johannes Climacus, draws attention to the potentially debilitating and destructive effects of doubt on both teachers and learners. The work of Paulo Freire is helpful in responding to the problems posed by Kierkegaard’s account. It is argued that in Freire’s pedagogical theory and practice, doubt has both epistemological and ethical significance. It is linked with other key Freirean virtues such as humility and openness, and it forms part of the process of learning how to question. It is also related, through the Freirean idea of being ‘less certain of one’s certainties’, to the ethical priorities we determine, the political commitments we have, and the actions we take as we negotiate our way in the world.
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Vasquez, Manuel A. "Paulo Freire and the crisis of modernity." Studies in Religion/Sciences Religieuses 26, no. 2 (June 1997): 185–98. http://dx.doi.org/10.1177/000842989702600203.

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Brazilian educator Paulo Freire played an influential role in the development of grass-roots religious movements throughout the Third World from the 1960s to 1980s. Partaking of the Enlightenment affirmation of critical thinking as the key emancipatory tool, Freire's pedagogical method has empowered hitherto marginalized subjects. Toward the end of the 1980s, however, postmodernist critiques of Enlightenment rationality as domination have raised some troublesome doubts about the viability of modernist emancipatory projects, including Freire's method. In this article, I reformulate Freire's method to respond to the challenges of postmodernist critiques. I argue that despite some serious shortcomings, the emancipatory impulse behind Freire's pedagogy is worth preserving. Further, I see a revised Freirean approach as a salutary counterpoint to postmodernism's excessive localism and elective affinity with neoliberal capitalism.
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Roberts, Peter. "DEFENDING FREIREAN INTERVENTION." Educational Theory 46, no. 3 (September 1996): 335–52. http://dx.doi.org/10.1111/j.1741-5446.1996.00335.x.

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Fischman, Gustavo, and Sandra Sales. "The Freirean factor." International Studies in Sociology of Education 27, no. 4 (October 2, 2018): 438–44. http://dx.doi.org/10.1080/09620214.2018.1531049.

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Suzina, Ana Cristina, and Thomas Tufte. "Freire’s vision of development and social change: Past experiences, present challenges and perspectives for the future." International Communication Gazette 82, no. 5 (July 31, 2020): 411–24. http://dx.doi.org/10.1177/1748048520943692.

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This article proposes to view Freire’s thinking beyond a pedagogical method and rather as a model or even paradigm of development and social change. To build this as an original argument we firstly outline Freire’s ontological call, presenting and discussing his underlying five principles, of which one in particular, dialogue, situates Freirean thinking within communication theory. Secondly, we trace Freire’s legacy by presenting and discussing how Freire inspired three significant Ibero-American thinkers and practitioners within performing arts (Augusto Boal), communication (Juan Diaz Bordenave) and epistemology of change (Boaventura de Sousa Santos). This analysis underscores Freire’s significant legacy along global intellectual pathways both within humanities and social sciences. Finally, we deepen our analysis of Freire’s vision of development and social change, unpacking how he navigates between a normative vision grounded in a utopian aspiration for change, and a very systematic and rigorous methodology, his liberating pedagogy.
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CHAMBERS, DREW W. "Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy." Journal of Philosophy of Education 53, no. 1 (February 2019): 21–47. http://dx.doi.org/10.1111/1467-9752.12340.

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Alford, Barry. "Freirean Voices, Student Choices." Pedagogy 2, no. 1 (January 1, 2002): 115–18. http://dx.doi.org/10.1215/15314200-2-1-115.

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Sousa, Fabiana Rodrigues de. "Resistir para existir: aportes freireanos para uma educação sexual transgressora e emancipadora." Praxis Educativa 16 (2021): 1–18. http://dx.doi.org/10.5212/praxeduc.v.16.16462.013.

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his essay aims to reveal the resonances of Paulo Freire’s thought and the black feminist bell hooks for the proposition of a transgressive sexual education that promotes critical insertion in reality, questioning heteronormativity, appropriation of a language of resistance, to favor the construction of autonomy and the emancipation of dissident sexual subjects. Here, the relevance of the Freirean legacy is reaffirmed for the consolidation of an education as a practice of freedom. The emancipatory character of the Freirean educational project catalyzes the confrontation of reactionary strategies hidden in the bills proposed by the Escola Sem Partido program, which aim to undermine democracy, establish a gag school and criminalize educators who work in the perspective of social transformation.
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Dissertations / Theses on the topic "Freirean"

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O'Loughlin, Anne, and n/a. "A Freirean perspective on a Catholic girls' school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060822.144217.

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This study examines values in the curriculum of one specific Catholic girls' high school. It reports on a school-based curriculum evaluation which took place at the school and explores how the methodology used imposed limitations on the explication of values. The implications of these limitations on the development of an appropriate curriculum for such a specific schoolbody are examined in the light of the writings of Paulo Freire and the outlines of an alternative method for curriculum evaluation is developed and applied. Major elements of this alternative model include an historical analysis of the school community, the critical appraisal of its place in society, and the development of a praxis. This three-step approach is repeated three times; firstly in relation to the Catholic identity of the school, secondly in consideration of gender issues for a school for girls, and thirdly in respect to the school itself, operating in Canberra in the 1980s.
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Silva, Camilla Rocha da. "EDUCAÃÃO DIALÃGICA FREIREANA NA TRAJETÃRIA DE FORMAÃÃO DE ESTUDANTES DO CURSO DE PEDAGOGIA DA UFC: possibilidades e desafios." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12845.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
AtravÃs deste trabalho de pesquisa, buscamos compreender a EducaÃÃo DialÃgica Freireana (EDF) na trajetÃria de formaÃÃo de estudantes de Pedagogia da UFC, a partir da leitura destes(as). AlÃm disso, buscou-se conceituar a EducaÃÃo DialÃgica com base em Paulo Freire; identificar a relaÃÃo entre o entendimento destes(as) estudantes e o que Paulo Freire caracteriza/conceitua como EducaÃÃo DialÃgica; conhecer as percepÃÃes de estudantes de Pedagogia acerca da EDF em sua trajetÃria de formaÃÃo; analisar os contributos e dificuldades das experiÃncias de EDF na trajetÃria de formaÃÃo destes(as) estudantes. Esta pesquisa se caracteriza como um estudo de caso qualitativo. Foram realizadas entrevistas semiestruturadas com nove estudantes em processo de conclusÃo do curso. Com base no diÃlogo entre a proposta de Paulo Freire e a situaÃÃo concreta vivenciada por esses(as) estudantes da Faculdade de EducaÃÃo da UFC, constatamos que a dialogicidade freireana aparece como algo que à necessÃrio, mas que nÃo à reconhecido como tal. Isso nos permitiu inferir a necessidade e importÃncia da dialogicidade freireana mostrada por eles(as), bem como o reconhecimento de que a educaÃÃo carece da dialogicidade, ou seja, de diÃlogo verdadeiro, amoroso, respeitoso, e que boa parte dessa ausÃncia decorre da nÃo formaÃÃo freireana.
Through this research, we seek to understand the Freirean Dialogical Education (FDE) in the trajectory of training students of Pedagogy of the UFC, from their view. In addition, we attempted to conceptualize the Dialogical Education based on Paulo Freire; identifying the relationship between the understanding of students and what Paulo Freire characterizes/defines as Dialogical Education; knowing the perceptions of pedagogy students about FDE in their career training, analyzing the contributions and difficulties of FDE experiences in the path of formation of these students. This research is characterized as a qualitative case study. Semi-structured interviews were conducted with some students in the process of completing the course. Based on the dialogue between the proposed Paulo Freire and situations experienced by some students of the Faculty of Education at UFC, we found that the Freirean dialogicity appears as something that is necessary, but it is not recognized as such. This allowed us to infer the need and importance of Freirean dialogicity shown by them, and the recognition that education needs dialogicity, in other words, dialog true, loving, respectful; and that much of this lack stems from not Freirean training.
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Styles, Catherine Anne, and castyles@ozemail com au. "An other place: the Australian War Memorial in a Freirean framework." The Australian National University. Centre for Women's Studies, 2001. http://thesis.anu.edu.au./public/adt-ANU20010904.111335.

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My thesis is that museum exhibitions developed according to Freirean praxis would constitute a better learning opportunity for visitors, facilitate the process of evaluation, and enact the favoured museum principles of dialogic communication and community-building. ¶This project constitutes a cross-fertilisation of adult education, cultural studies and museum practice. In the last few decades, museum professional practice has become increasingly well informed by cultural critique. Many museum institutions have been moved to commit to building communities, but the question of how to do so via exhibition spaces is yet to be squarely addressed by the museum field. In this thesis I produce a detailed evaluation of a museum's informal learning program; and demonstrate the potential value of adult education theory and practice for enacting museums' commitment to dialogic communication and community-building. ¶To investigate the value of adult education praxis for museums, I consider the Australian War Memorial's signifying practice - the site and its exhibitions - as a program for informal learning. I conduct my analysis according to Ira Shor's (Freirean) method for engaging students in an extraordinary re-experience of an ordinary object. Shor's program calls for students to investigate the object through three stages of description, diagnosis and reconstruction. Respectively, I testify to my initial experience of the Memorial's program as a visitor, analyse its signification in national, international and historical contexts, and imagine an alternative means of signifying Australia's war memory. The resulting account constitutes a record of my learning process and a critical and constructive evaluation of the Memorial as a site for informal learning. It provides a single vision of what the Memorial is, what it means and how it could be reconstructed. But more importantly, my account demonstrates a program for simultaneously learning from the museum and learning about its signifying practice. This dual educational and evaluative method would mutually advantage a museum and its visiting public. In a museum that hosted a dialogic program, the exhibitions would invite evaluative responses that staff are otherwise at pains to generate. Concurrently, visitors would benefit because they would be engaging in a more critical and constructive learning process. In addition, the museum would be enacting the principle of dialogic communication that underpins the project of community-building.
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Dale, John A. "A critical inquiry of Freirean pedagogy : implications for contemporary adult education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302160.

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The purpose of this research was to create understanding about Freire's critical pedagogy with its compelling emphasis on student-centered learning and social justice. The researcher maintained that Freire's work either has been distorted or has the potential to be distorted because of limited philosophical inquiry. To address this concern, then. This study explores two key elements of Freire's work. First, it identifies various philosophical assumptions shaping Freire's critical pedagogy. Second, it examines how Freire synthesized these philosophical ideas. Ultimately, the researcher discusses how these ideas might find application in adult education.An historical and philosophical approach was used in this study. The philosophies of Aristotle, Karl Marx, and Jean-Paul Sartre are important historical and philosophical components in Freire's narratives. In the Nichomachean Ethics, Aristotle argued that the characteristics distinguishing humans from all other entities or their "excellence", is their ability to reason. Freire adopted and expanded this idea by arguing that denying humans the opportunity to reason is a prima facie violation of their basic humanity. The dialectical social conflict that Freire identifies between the oppressors and the oppressed is directly indebted to Marx's theory of dialectical materialism. Lastly. Jean-Paul Sartre's existentialism is a philosophy concerned with `being' and 'existence' which are recurring concepts in Freire's philosophical synthesis. Furthermore, this work is informed by my personal experiences in Latin America.The research concludes that Freire was particularly concerned about ideological influences on human consciousness and actions. Freire continually addressed ideological influence through a Marxist analysis. He recognized that humans are shaped by social ideas. Freire's observations provide many opportunities for progressive educators to critique their adult education curriculum and practice. The researcher concluded that; 1) Educators should be aware that Freire is not a method. In other words, educators should create their own methods; 2) Critical reflection on practice has the potential to influence one's ontology; 3) Dialogue is a central element to critical reflection on practice; 4) Teaching and learning are enhanced by contextualization and politicizing of experiences and; 5) Problem-posing education engages students through dialogue and experiential learning.
Department of Educational Studies
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Sheridan, Louise Ann. "Youth participation practice in North Ayrshire, Scotland from a Freirean perspective." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9085/.

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There is a desire in policy, to encourage young people to take part in Youth Participation Practice (YPP). More insight is needed in approaches to YPP that enable meaningful and positive experiences for young people and communities. This qualitative study investigates youth participation practice in North Ayrshire Council in Scotland. Theories and principles from Paulo Freire (1996; 2000) form the framework for analysis. The study examines what young people and youth workers define the purpose of YPP to be; investigates the approaches that are used; and analyses what participants define as the benefits and outcomes of YPP for young people and communities. Through two focus groups with young people, 22 semi-structured interviews with young people, youth workers and Ruth Maguire, an elected member in North Ayrshire, themes were identified. These include the notion of young people feeling ‘connected’, being ‘enabled’ and feeling ‘transformed’ through their involvement in YPP. Freire’s notion of armed love has been interpreted and redefined as the term ‘alfirmo’, which is the act of caring for, nourishing and supporting people, while asserting belief in their ability as agents of change. This study found that ‘alfirmo’ is embodied by youth workers and noticed by young people who have taken part in YPP in North Ayrshire Council. Through the embodiment of ‘alfirmo’, young people in this study feel connected to peers and youth workers and enabled to undertake many tasks such as presenting in front of peers and adults. Through their experiences in YPP, young people expressed that they have gone through a personal transformation, with a greater sense and feeling of confidence as a key example.
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Thomson, Andrew James 1985. "Educating for the Future: A Freirean Response to Accountability in Higher Education." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11078.

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viii, 227 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The system of higher education in the United States suffers from deficits in several generally agreed-upon categories, including affordability, access, effectiveness of teaching and learning, and usefulness of degrees awarded. Many recommended reforms, particularly those from mainstream sources, are problematic, however. Paulo Freire's philosophy of liberatory education is a valuable source for addressing this issue. His discussion of the banking system of education provides a useful lens through which to analyze some of the problems with the current system as well as many recommended reforms, particularly calls for greater accountability for student learning. The problem-posing method of education that Freire advocates as a solution to the banking system, in turn, offers a valuable model to draw upon in the attempt to propose an effective solution to problems in higher education in the US. I apply Freire's philosophy to the 2006 report by the Commission on the Future of Higher Education.
Adviser: Scott L. Pratt
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Souza, Edilene de Oliveira Francisco. "Leitura e escrita no contexto da alfabetização crítica proposta por Paulo Freire: estudo de caso no município de Embu das Artes." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9711.

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Made available in DSpace on 2016-04-27T14:31:07Z (GMT). No. of bitstreams: 1 Edilene de Oliveira Francisco Souza.pdf: 904468 bytes, checksum: ffc19a1a499bf24a03a9979f8a3bd7ef (MD5) Previous issue date: 2013-05-07
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Literacy is a topic that is constantly present on the agenda of teacher training programs, in election campaigns, in political speeches and academics. There are many publications that deal with the theme, and each new publication, new questions, new methodologies and new hypotheses arise in trying to find solutions to address the difficulties faced by schools in teaching reading and writing. Aiming point out ways to improve the process of teaching and learning of reading and writing, this research, based on the political and epistemological assumptions proposed by Paulo Freire, indicates possible paths to achieving literacy practices critical and significant. This study is part of a broader research developed in Paulo Freire Chair of the Pontifical Catholic University of São Paulo, coordinated by Professor Dr. Ana Maria Saul, who investigates the presence of referential freireanos in Brazilian education. The town of Embu das Artes was chosen in this research to investigate how assumptions about critical literacy freireanos materialize in policy and practice curriculum this school system. The results demonstrate the possibility of reinventing the thought of Paulo Freire, the floor of the school, in the context of critical literacy
A alfabetização é um tema que está constantemente presente em pauta de programas de formação de educadores, em campanhas eleitorais, em discursos políticos e acadêmicos. Muitas são as publicações que tratam sobre o tema e, em cada nova publicação, novos questionamentos, novas hipóteses e novas metodologias surgem na tentativa de se buscar soluções para resolver as dificuldades enfrentadas pelas escolas em ensinar a ler e a escrever. Objetivando apontar caminhos para melhoria no processo de ensino-aprendizagem da leitura e da escrita, essa pesquisa, fundamentada nos pressupostos políticos e epistemológicos propostos por Paulo Freire, indica possíveis caminhos para a concretização de práticas de alfabetização crítica e significativa. Esse estudo integra uma pesquisa mais ampla desenvolvida na Cátedra Paulo Freire da Pontifícia Universidade Católica de São Paulo, coordenada pela professora Dra. Ana Maria Saul, que investiga a presença dos referenciais freireanos na educação brasileira. O município de Embu das Artes foi escolhido nessa pesquisa para investigar como os pressupostos freireanos sobre alfabetização crítica se concretizam na política e na pratica curricular dessa rede de ensino. Os resultados demonstram a possibilidade de reinvenção do pensamento de Paulo Freire, no chão da escola, no contexto da alfabetização crítica
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Katai, Reuben Shekwonyadu. "Learner-identitiy and classroom engagement : negotiating adverse learner-identifications using a Freirean education approach." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730874.

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Swart, Ronel. "Towards a prospectus for Freirean pedagogies in South African environmental education classrooms theoretical observations and curricular reflections /." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11262009-003922.

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Andrade, Suzana. "Tensions and possibilities in applying Freirean critical pedagogy towards fostering critical literacy in India's education system." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/945.

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Books on the topic "Freirean"

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Lockhart, John Alan. Counterhegemony and welfare capitalism: A critical Freirean perspective. Manchester: University of Manchester, 1993.

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Dorvlo, Leonard Kwami Tabernacle. Adult literacy teaching in Ghana: Adapting the Freirean approach and technique. Accra: Ghana Universities Press, 1993.

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Mussell, W. J. Making meaning of mental health: Challenges in First Nations : a Freirean perspective. Chilliwack, B.C: Sal'i'shan Institute Society, 1991.

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David, Brown. Strategies of social development: Non-government organisations and the limitations of the Freirean approach. Reading: University of Reading, Faculty of Education and Community Studies, 1994.

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Maeve, O'Brien, ed. Pedagogy, oppression and transformation in a "post-critical" climate: The return to Freirean thinking. New York, NY: Continuum, 2011.

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Kyomuhendo, Swizen. Translating functional literacy into community development action: An assessment of REFLECT approach in Bundibugyo District of Uganda. Kampala, Uganda: NURRU Publications, 2002.

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Sara, Cottingham, and Great Britain. Overseas Development Administration. Education Division., eds. Action research report on REFLECT: Regenerated Freirean Literacy through Empowering Community Techniques : the experiences of three REFLECT pilot projects in Uganda, Bangladesh, El Salvador. London: Overseas Development Administration (Education Division), 1996.

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Falcão, Armando de Sacadura. Freires Corte-Reais. 2nd ed. Lisboa: Universitária editora, 2000.

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Costa, Filipe. Conventos de freiras. Lisboa: Ela por Ela, 2006.

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Paulo Freire. London: Continuum International Pub. Group, 2011.

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Book chapters on the topic "Freirean"

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Lucio-Villegas, Emilio. "Freirean Approaches to Citizenship." In The Persons in Relation Perspective, 165–73. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-909-1_12.

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Kirylo, James D., and Drick Boyd. "A Freirean Imprint on Liberation Theology." In Paulo Freire, 87–104. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-056-1_8.

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McCloskey, Stephen. "The Freirean pedagogy of development education." In Global Learning and International Development in the Age of Neoliberalism, 19–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003030850-3.

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Ricci, Carlo. "Freirean Literacy: Difference that Makes a Difference." In Communities of Difference, 139–45. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403981356_8.

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Szram, Aleksander. "Chapter 3.8: Nurturing Musical Creativity: A Freirean Approach." In Paulo Freire and Transformative Education, 257–66. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54250-2_20.

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Kirylo, James D., and Drick Boyd. "Personalism, Humanism, and a Freirean Spirituality Toward Humanizing Humanity." In Paulo Freire, 27–39. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-056-1_3.

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Saeverot, Herner. "Resurgence of Freirean Pedagogy in the New Media Age." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_109-1.

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Saeverot, Herner. "Resurgence of Freirean Pedagogy in the New Media Age." In Encyclopedia of Educational Philosophy and Theory, 2033–38. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_109.

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Ali, Yasmeen. "Chapter 3.4: Using a Freirean Approach with in the Global Youth Solutions Programme." In Paulo Freire and Transformative Education, 203–14. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54250-2_16.

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Mansell, Jon L. "Naming the World: Situating Freirean Pedagogics in the Philosophical Problematic of Nuestra América." In Education and Social Change in Latin America, 17–33. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137366634_2.

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Conference papers on the topic "Freirean"

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Mumtaz, Nehala, Masooma Zehra Miyan, and Muhammad Hussnain. "FREIREAN PEDAGOGY FOR EMANCIPATION OF RURAL ADULTS OF PAKISTAN THROUGH TECHNOLOGY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1882.

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M. F. S., G. "CARTAS FREIREANAS." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89519.

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J. O., C. "A FORMAÇÃO DE PROFESSORES NUMA PERSPECTIVA FREIREANA." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89590.

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L. O., R. "ENLEITURAMENTO, UM CONCEITO QUE BEM PODERIA SER FREIREANO." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89495.

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C. C., A., and E. A. B. "DIÁLOGO COM FREIRE." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89605.

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A. S. N., A. "A CONCEPÇÃO FREIREANA DE EDUCAÇÃO E SEU CARÁTER EMANCIPADOR." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89500.

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Almeida, Railson. "O CONCERTO DE ISPINHO E FULÔ E A PEDAGOGIA FREIREANA." In Colóquio Internacional De Pedagogia Do Teatro. Campinas - SP, Brazil: Galoa, 2018. http://dx.doi.org/10.17648/colipete-2018-85969.

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A. S. A., M., and R. O. A. "DIÁLOGOS ENTRE A ABORDAGEM DE QUESTÕES SOCIOCIENTÍFICAS SOB O ENFOQUE CIÊNCIA, TECNOLOGIA, SOCIEDADE E AMBIENTE E A PEDAGOGIA FREIREANA: REINVENTANDO PAULO FREIRE NO CONTEXTO DA FORMAÇÃO DE PROFESSORES DE CIÊNCIAS." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89634.

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L. C., C. "PRINCÍPIOS ÉTICOS FREIREANOS COMO POSSIBILIDADE NAS LICENCIATURAS." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89571.

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C. M., P., and P. P. F. A. "CARTAS FREIREANAS: SOBRE DANÇAR, ENSINAR E CRIAR." In ANAIS DO II CONGRESSO INTERNACIONAL PAULO FREIRE: O LEGADO GLOBAL. Galoa, 2018. http://dx.doi.org/10.17648/paulofreire-2018-89625.

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Reports on the topic "Freirean"

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Trindade, Maria N., Ângela Balça, Américo Peças, Bravo Nico, Maria Trindade, Paulo Costa, and Paulo Mendes. Actas do Congresso Internacional Um olhar sobre Paulo Freire. Actas do Congresso Internacional Um olhar sobre Paulo Freire, 2000. http://dx.doi.org/10.5935/ref.20160001.

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