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1
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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Saul, Ana Maria, and Alexandre Saul. "O SABER/FAZER DOCENTE NO CONTEXTO DO PENSAMENTO DE PAULO FREIRE: contribuições para a Didática." Cadernos de Pesquisa 24, no. 1 (May 24, 2017): 1. http://dx.doi.org/10.18764/2178-2229.v24n1p1-14.
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A contribuição da Pedagogia de Paulo Freire para a constituição de uma Didática freireana, por meio da dimensão saber/fazer docente, é apresentada neste texto, como uma possibilidade de reagir às ameaças que têm sido feitas à autonomia dos professores e das escolas. Na imprensa e nas ruas, Paulo Freire tem sido acusado/responsabilizado pela contaminação ideológica a ser combatida nas escolas, proposta pelo movimento Escola sem Partido. Este texto apresenta argumentos fortes e poderosos para compor um quadro de referência capaz de inspirar práticas de ensino-aprendizagem em uma perspectiva crítico-libertadora. O pensamento de Paulo Freire segue estimulando gestores e professores no trabalho de busca de melhoria da qualidade da educação brasileira, em uma perspectiva democrática.PALAVRAS-CHAVE: Paulo Freire. Saber/fazer docente. Didática.THE TEACHING KNOWLEDGE/PRACTISING IN THE CONTEXT OF PAULO FREIRE'S THOUGHT: contributions to Didactics ABSTRACT: The contribution of Paulo Freire's Pedagogy to the constitution of a freirean Didactics, through the dimension of teaching knowledge/practicing concept, is presented in this text as a possibility to react to the threats which have been made to the autonomy of teachers and schools. In the press and in the streets, Paulo Freire has been mistakenly accused of ideological contamination against which schools should , as is defended by the Movement Schools Without Party. This text presents strong and powerful arguments to compose a frame of reference capable of inspiring teaching-learning practices in a critical-liberating perspective. The Paulo Freire's thought continues to stimulate education managers and teachers in the work of seeking to improve the quality of Brazilian education, from a democratic perspective.KEYWORDS: Paulo Freire. Teaching knowledge/practicing. Didactics. EL CONOCER/HACER DEL PROFESORADO EN EL CONTEXTO DEL PENSAMIENTO DE PAULO FREIRE: contribuciones para la Didáctica RESUMEN: La contribución de la pedagogía de Paulo Freire para el establecimiento de una Didáctica freireana, a través de la dimensión conocer/hacer del profesorado, presenta en este texto, como una posibilidad de reaccionar a las amenazas que se han hecho a la autonomía de los maestros y las escuelas. En la prensa y en las calles, Paulo Freire ha sido acusado erroneamente por la contaminación ideológica que hay en las escuelas, como propuesto por el Movimiento Escuela sin Partido. Este artículo presenta argumentos fuertes y poderosos para componer un marco capaz de inspirar a las prácticas de enseñanza y aprendizaje en una perspectiva crítica y liberadora. El pensamiento de Paulo Freire sigue estimulando los administradores escolares y maestros en busca de trabajo para mejorar la calidad de la educación brasileña en un punto de vista democrático.PALABRAS CLAVE: Paulo Freire. Conocer/hacer del professorado. Didáctics.
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Gonçalves, Maria Elizabeth Souza, and Luciano Sergio Ventin Bomfim. "Pensamento/ação freiriano: pistas para uma epistemologia descolonial que cimente uma Ecologia Humana contra-hegemônica." Praxis Educativa 16 (2021): 1–15. http://dx.doi.org/10.5212/praxeduc.v.16.16594.021.
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This study aimed to analyze the contributions of the Freirean thinking/action in the construction of a decolonial epistemology that orients a Latin-American Human Ecology of counter-hegemonic inclination. Through a literature review of the Freirean production and the Latin-American intellectuals of the Human Ecology, it was done the interlocution of knowledge and perspectives, resulting to announce Paulo Freire as a classic in the genealogy of decolonial thinking and in the reinforcing of a Human Ecology engaged with social, cognitive and environmental justice, signaling emancipatory processes coming from different fronts of struggle, in such a special historical time of rise of oppressions articulated by capitalism with patriarchy and colonialism.
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Arruda, Emerson de, and João Clemente de Souza Neto. "O marxismo freireano." LAPLAGE EM REVISTA 7, no. 2 (January 7, 2021): 225–42. http://dx.doi.org/10.24115/s2446-6220202172708p.225-242.
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Num ano em que se confraterniza o centenário de Paulo Freire, todavia, preocupados com o cenário político, social e educacional do Brasil e, apreensivos com o processo de pandemia em todo mundo, este artigo, tem como objetivo geral analisar a influência da tradição marxista na filosofia educacional do educador brasileiro, evidenciando a utilização que Freire faz dessa tradição filosófica, mas, ao mesmo tempo, imbricando-a com ressignificações dialéticas, o que transcendentaliza de modo interdependente, o significado primeiro delas. Para isto, foi utilizado caminho metodológico bibliográfico, considerando a abordagem qualitativa-interpretativa. Neste sentido, a categoria - o lugar social - do historiador francês Michel de Certeau foi o paradigma hermenêutico utilizado com o propósito de discutir a localização teórico de Freire, isto é, compreender as matrizes que constituem sua filosofia educacional.
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Fonseca, Sérgio C., and Fernanda Ribeiro Ruffo Roberto. "Das notas de leitura à tese: alguns apontamentos sobre a elaboração de 'Educação e atualidade brasileira', de Paulo Freire." Cadernos CIMEAC 10, no. 3 (December 1, 2020): 171. http://dx.doi.org/10.18554/cimeac.v10i3.5101.
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No conjunto dos estudos sobre Paulo Freire e sua obra, sua tese "Educação e atualidade brasileira" mereceu atenção de pesquisas, como as de Vanilda Paiva e Celso Beisiegel, que nos anos 1970 apontaram os constituintes teóricos e metodológicos, bem como as circunstâncias históricas e as questões conjunturais que repercutiram na escrita da tese. Outros trabalhos mais recentes, a exemplo de Maria Cecília Teixeira, José Eustáquio Romão e Ana Inês Souza, também se ocuparam com esse texto, que é um dos primeiros de Paulo Freire e de uma fase que precede seu exílio forçado em 1964. Portanto, no conjunto da obra freireana, mesmo sendo um texto de início de trajetória e tendo encorpado o conteúdo de outro livro mais conhecido, "Educação como prática da liberdade", a tese de Freire ainda tem algo a revelar, como é caso da proposta do presente artigo. Por essa razão, colocamos em destaque, neste artigo, alguns aspectos da elaboração de "Educação e atualidade brasileira" a partir do registro do processo de estudo de Freire deixado em anotações nos livros que constam da bibliografia dessa tese.Palavras chave: Paulo Freire; Educação e atualidade brasileira; Democracia.ABSTRACT: Among the studies on Paulo Freire and his work, his thesis "Educação e atualidade brasileira" deserved attention from studies, such as those of Vanilda Paiva and Celso Beisiegel who, at 1970’s, pointed out the theoretical and methodological constituents, as well as the historical circumstances and conjuncture issues that had an effect on the writing of this thesis. More recently, some works have also explored this text, which is one of Paulo Freire's first publications in a phase that precedes his forced exile in 1964. Therefore, in light of the whole of Freirean work, even being a text from the beginning of his trajectory and having full-bodied the content of another better known book, "Educação como prática da liberdade", Freire's thesis still has something to reveal, as this article proposes to demonstrate. For this reason, we highlight some aspects of the process of elaboration of "Educação e atualidade brasileira", from the record of Freire's study process that was left in notes in the books that appear in the bibliography of his thesis.Keywords: Paulo Freire; Educação e atualidade brasileira; Democracy.
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Cocco, Ricardo, and Flávia Eloisa Caimi. "Um movimento pedagógico e o pedagógico em movimento: as vertentes Freireanas da comunicação e da radiodifusão comunitária." Praxis Educativa 16 (2021): 1–23. http://dx.doi.org/10.5212/praxeduc.v.16.16319.007.
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The focus of this study is about alternative popular communication movements, specifically those called Community Broadcasting. Taking the bibliographic research as a methodological strategy, the objective was to analyze the contributions of Paulo Freire’s educational thinking to the formulation of a potentially more horizontal and participatory communication proposal in Brazil and Latin America. Based on the work of Paulo Freire and authors in the field of communication, the following are the main Freirean contributions: the idea that communicating, informing and educating are inseparable elements in social communication; the complaint about banking practices in education and communication; facing the monopoly of the word and encouraging everyone to make their voice heard; the premise that the intelligibility of the world is constituted in the human-world interaction ; and, finally, the dialogical character of human communication as the driving force of a more democratic media proposal.
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Cocco, Ricardo, and Flávia Eloisa Caimi. "Um movimento pedagógico e o pedagógico em movimento: as vertentes Freireanas da comunicação e da radiodifusão comunitária." Praxis Educativa 16 (2021): 1–23. http://dx.doi.org/10.5212/praxeduc.v.16.16319.007.
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The focus of this study is about alternative popular communication movements, specifically those called Community Broadcasting. Taking the bibliographic research as a methodological strategy, the objective was to analyze the contributions of Paulo Freire’s educational thinking to the formulation of a potentially more horizontal and participatory communication proposal in Brazil and Latin America. Based on the work of Paulo Freire and authors in the field of communication, the following are the main Freirean contributions: the idea that communicating, informing and educating are inseparable elements in social communication; the complaint about banking practices in education and communication; facing the monopoly of the word and encouraging everyone to make their voice heard; the premise that the intelligibility of the world is constituted in the human-world interaction ; and, finally, the dialogical character of human communication as the driving force of a more democratic media proposal.
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Joseph. "Naming Our World through Freirean Lenses." Journal of Feminist Studies in Religion 36, no. 1 (2020): 161. http://dx.doi.org/10.2979/jfemistudreli.36.1.15.
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Hodgkins, Andrew P. "A Critical Analysis of Freirean Pedagogy." Journal of Transformative Education 6, no. 4 (October 2008): 302–16. http://dx.doi.org/10.1177/1541344608322914.
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Paiva, Raquel. "Communities of affect: A Freirean utopia?" International Communication Gazette 82, no. 5 (July 20, 2020): 490–503. http://dx.doi.org/10.1177/1748048520943697.
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This article considers a few concepts and methodologies proposed by Paulo Freire and evaluates the contemporary importance of these elements in accordance with the notion of ‘community of affect’. One of the most up-to-date elements in Freire's theoretical and empirical work lies in his concern with sensory aspects. The sensorium, or the sensible, was first introduced in early communication studies. It is understood as a structure which is parallel to reason. The present article intends to debate the extent to which the idea of the sensible relates to Freire, as he first approaches it in the concept of ‘touching’ the subject or the group during the educational process. This sensible corresponds to the link among people. It connects to what one calls the community of affect, in which the environment and the space assume an educational dimension.
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McGrew, Ken. "Challenging bigotry in the Freirean classroom." International Journal of Qualitative Studies in Education 33, no. 2 (October 24, 2019): 212–28. http://dx.doi.org/10.1080/09518398.2019.1681548.
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Peckham, Irvin. "Freirean Codifications: Changing Walls into Windows." Pedagogy 3, no. 2 (April 1, 2003): 227–44. http://dx.doi.org/10.1215/15314200-3-2-227.
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Theodore, Nik. "Generative work: Day labourers’ Freirean praxis." Urban Studies 52, no. 11 (March 3, 2014): 2035–50. http://dx.doi.org/10.1177/0042098014523071.
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Junker, Debora Barbosa Agra. "The poetic-prophetic dimension of Freirean pedagogy to imagine another world possible." Quaestio - Revista de Estudos em Educação 20, no. 2 (August 9, 2018): 327–39. http://dx.doi.org/10.22483/2177-5796.2018v20n2p327-339.
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One of the important but often neglected aspects of reading Freire's work concerns his vision of the human being and the world deeply inspired and validated by his Christian faith. Although this dimension, for the most part, is not explicitly elaborated in his writings, a closer reading may reveal an interesting relationship between Freire's work and the Christian prophetic tradition. This article attempts to contextualize the religious dimension of Freire's social and educational philosophy. In addition, it proposes the poetic-prophetic dimension of the Freirian educational practice as a paradigm to face the challenges we are collectively experiencing in our world today.
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Oliveira, Ivanilde Apoluceno de, and Tânia Regina Lobato dos Santos. "Educação e emancipação: Paulo Freire e a escola pública na América Latina." Revista Educação e Emancipação 11, no. 3 (September 19, 2018): 123. http://dx.doi.org/10.18764/2358-4319.v11n3p123-141.
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Neste artigo apresenta-se o recorte de uma pesquisa bibliográfica, financiada pelo CNPq, realizada sobre Paulo Freire no contexto Latino Americano e concluída em 2016. O objetivo é analisar a contribuição de Paulo Freire para uma educação emancipadora, por meio da construção de uma escola pública democrática, na América Latina. Considera-se que Paulo Freire ao criticar o ensino tradicional vigente nas escolas, aponta a necessidade de reinventar a escola em outra perspectiva, apresentando indicadores de uma escola pública crítica, popular e libertadora, que possibilite aos educandos serem sujeitos do seu conhecimento e aprendizagem, com autonomia para escolher e decidir sobre suas ações sociais e educacionais. Escola em que os educandos exerçam o direito de serem sujeitos. Entre os resultados destacam-se: que apesar da ampliação de acesso, o ensino de qualidade nas escolas públicas na América Latina continua negado, sendo mantida a situação de desigualdade e de exclusão educacional, de segmentos das classes populares, entre as quais a população indígena e as minorias étnicas. A educação popular freireana é vista como referencial para mudar a escola na América Latina, com vistas a uma escola pública emancipadora e democrática.Palavras-chave: Educação Freireana. Escola pública. América Latina. Education and Emancipation: Paulo Freire and the public school in Latin AmericaABSTRACTThis article presents a piece of a bibliographical research, financed by CNPq, held on Paulo Freire in the Latin American context and completed in 2016. The objective is to analyze the contribution of Paulo Freire to an emancipatory education, through the construction of a democratic public school, in Latin America. It is considered that Paulo Freire in criticizing the traditional teaching in schools, points to the need to reinvent the school from another perspective, presenting indicators of a critical public school, popular and liberating, which enables learners to be subjects of their knowledge and learning, with autonomy to choose and decide on their social and educational actions. School in which learners exercise the right to be subjects. Among the results are: that despite the expansion of access, the quality of education in public schools in Latin America continues to be denied, being maintained the situation of inequality and educational exclusion, of segments of the popular classes, including the indigenous population and ethnic minorities. Freirean popular education is seen as a reference for changing schools in Latin America, with a view to an emancipatory and democratic public school.Keywords: Freirean Education. Public school. Latin America. Educación y Emancipación: Paulo Freire y la escuela pública de LatinoaméricaRESUMENEn este artículo se presenta el recorte de una investigación bibliográfica, financiada por el CNPq, realizada sobre Paulo Freire en el contexto Latinoamericano y concluida en 2016. El objetivo es analizar la contribución de Paulo Freire a una educación emancipadora, a través de la construcción de una escuela pública democrática, en América Latina. Se considera que Paulo Freire al criticar la enseñanza tradicional vigente en las escuelas, apunta la necesidad de reinventar la escuela en otra perspectiva, presentando indicadores de una escuela pública crítica, popular y liberadora, que posibilite a los educandos ser sujetos de su conocimiento y aprendizaje, con autonomía para elegir y decidir sobre sus acciones sociales y educativas. Escuela en la que los educandos ejerzan el derecho de ser sujetos. Entre los resultados destacan: que a pesar de la ampliación de acceso, la enseñanza de calidad en las escuelas públicas en América Latina continúa negada, manteniendo la situación de desigualdad y de exclusión educativa, de segmentos de las clases populares, entre las cuales la población indígena y las minorías étnicas. La educación popular freireana es vista como referencial para cambiar la escuela en América Latina, con vistas a una escuela pública emancipadora y democrática.Palabras clave: Educación Freireana. Escuela pública. América Latina.
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de Oliveira, Walter Ferreira. "Freire and the Construction of New Critical Qualitative Inquiry." International Review of Qualitative Research 11, no. 1 (February 2018): 22–27. http://dx.doi.org/10.1525/irqr.2018.11.1.22.
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Paulo Freire's work is not limited to the field of education. It constitutes a structured project of social change. It is, thus, a political project, centered in, but not limited to, the educational field. Education, using the Freirean view, serves as a window for understanding society in all its dimensions and the social dynamics that support the construction of new knowledge. In this sense, education is an epiphenomenon, a reflection of the cultural, social, and political dimensions as lived by a society in a certain historical time. Knowledge acquisition is, therefore, a nonneutral stance. Truth is not untouched by politics, neither an absolute concept. By pursuing the truths underlining the political process of education, Freire aligns with qualitative research, whose tenets include a nonconformity with the supposedly established truths as given in the social fabric of the market ideology and the hegemonic in the contemporary sociopolitical arena.
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Paula, Adalberto Penha de, and Roberto Gonçalves Barbosa. "Contribuições de Paulo Freire na Educação do Campo: formação de professores/as e o ensino de Ciências." Praxis Educativa 16 (2021): 1–17. http://dx.doi.org/10.5212/praxeduc.v.16.16612.036.
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This work presents a reflection on the theoretical and methodological thinking of the Brazilian educator Paulo Freire in the field of the Countryside Education and his contributions to the process of training teachers of Natural Sciences. With this objective, the Pre-service teacher education courses of the Countryside Education at the Federal University of Paraná - Coastal Sector was taken as a reference, from which the historical, philosophical, social and practical principles and influences that led to the implantation of courses of this nature at national public universities are presented. Methodologically, it is a theoretical study, but it also has empirical evidence of educational practices already carried out. Among the final reflections, the importance of Freire’s pedagogy stands out as a counter-hegemonic and guiding pedagogy for the education of the people from the rural areas, waters and forests. Keywords: Freirean thinking. Training of countryside teachers.
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Irwin, Jones. "Authority Through Freedom. On Freire’s Radicalisation of the Authority-Freedom Problem in Education." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 57. http://dx.doi.org/10.14516/ete.191.
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Paulo Freire’s approach to the question of ‘authority and freedom’ in education and teaching (as well as in the political sphere), takes its cue from his early and radical approach to literacy education in Brazil in the 1960s. However, the radical democratic thrust of this educational vision meets very significant political resistance in Brazil and Freire spends 30 years in exile. This essay explores how this Freirean approach needs to be contextualised in the specifically Brazilian context. However, it also explores his original contribution to the wider problematic of authority and freedom in the Philosophy of Education. In Freire, there is a simultaneous critique of traditionalism and progressivism (not dissimilar to Dewey’s in Experience and Education) and this allows Freire to reconceptualise the relation between authority and freedom in education. We explore how Freire’s 1968 text Pedagogy of the Oppressed articulates this understanding very clearly and from a very strong conceptual-philosophical perspective. In the latter part of the essay, we look at how Freire’s later work, in for example Pedagogy of Hope: Reliving Pedagogy of the Oppressed, represents a return to a more experiential analysis of the question of authority and freedom in education. Nonetheless, while recognising the need for a philosophy of education to develop «in a manner in keeping with the times», there is also a very strong continuity between the early and later work in this understanding. In brief, in both his earlier and later work, Freire develops an understanding of an «authority through freedom», a co-dependent relationship between these two variables in pedagogy, as also in political life.
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Vrydagh, Fanny, and César Jiménez-Martínez. "Talking with the right-wing: Pernicious polarization in Brazil and the philosophy of Paulo Freire." International Communication Gazette 82, no. 5 (July 28, 2020): 456–73. http://dx.doi.org/10.1177/1748048520943695.
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The last decade has witnessed the development of pernicious polarization in Brazil, partly due to the emergence of right-wing organizations promoting a conservative, populist-nationalist and neoliberal agenda. Despite the attention that this process has received, the viewpoints of individuals who identify themselves as part of the right-wing have been overlooked. This article aims to address this gap, drawing on twenty-one semi-structured interviews with members of right-wing organization Movimento Brasil Livre. By analyzing the interviews through the philosophy of Paulo Freire, we show how these individuals propose a narrative of oppression that echoes in form but not substance Freire’s ideas of conscientization and liberation. We also suggest that a Freirean approach opens new ways to discuss and potentially unlock pernicious polarization, incorporating a significant distinction between sectarians and radicals, with the former unreceptive to criticism and discussion, and the latter defending their positions but open to dialogue and listening.
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Beabout, Brian. "More Fully Human: Principals as Freirean Liberators." Journal of Thought 43, no. 1-2 (2008): 21. http://dx.doi.org/10.2307/jthought.43.1-2.21.
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Simpson, Douglas J., Garrett H. Boroda, Betsy L. Bucy, Alan Burke, Walter L. Doue, Sharon L. Faber, Mary C. Fehr, et al. "A Teacher's Indispensable Qualities: A Freirean Perspective." Journal of Latinos and Education 5, no. 2 (April 2006): 163–65. http://dx.doi.org/10.1207/s1532771xjle0502_8.
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Demmitt, Alan, and Thomas Oldenski. "The Diagnostic Process From a Freirean Perspective." Journal of Humanistic Counseling, Education and Development 37, no. 4 (June 1999): 232–40. http://dx.doi.org/10.1002/j.2164-490x.1999.tb00152.x.
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Albuquerque Bento, Ana Beatriz, and Fernando Da Silva Cardoso. "Education in rights and citizenship instruction: epistemic elucidation as from Paulo Freire." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 22–28. http://dx.doi.org/10.31686/ijier.vol9.iss4.3013.
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Education is undoubtedly a factor that contributes decisively to human development. In this sense, the present study searches to evaluate, based on freirean assumptions, the contemporary scenario of education in Brazil and its reflexes in society. From a historical and structural analysis, the problems that are established as impasses to a contextualized, plural and accessible education are put in check, as we think new paths, from the epistemology of Paulo Freire, for the real performance of students in human rights and citizenship.
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Khandekar, Sujata. "Paulo Freirean Ideas at the Grassroots: From Problem Posing Education to Critical Consciousness." International Journal of Community and Social Development 3, no. 1 (March 2021): 30–44. http://dx.doi.org/10.1177/25166026211002937.
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This article aims to reflectively analyse the personal and organisational trajectory of a grassroots activist—researcher in translating abstract praxis-related theoretical ideas to practise through a two-way process of learning. It critically discuses an evolving process of collective actions and associated reflections that progressively brought clarity on the theoretical aspects of the Freirean concepts. The process of the application and usefulness of the problem posing education, conscientisation and critical consciousness in transforming the lives of women and communities is reflectively narrated. The author argues that Freire’s transformative conceptualisations not only have the impact on the ‘oppressed’, but also on the ‘privileged’ who chose to work with them. Despite some limitations, the author, as a community practitioner/activist, finds Freire’s ideas as a gift in the political purpose and politics of her work. These reflections will be of use to community practitioners and members working in similar contexts.
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Carlos, Dafiana do Socorro Soares Vicente, and Eduardo Jorge Lopes da Silva. "A questão ética e religiosa na ordem do discurso freireano." Praxis Educativa 16 (2021): 1–20. http://dx.doi.org/10.5212/praxeduc.v.16.16463.028.
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n this paper, of a bibliographic nature, the way Paulo Freire used “ethics” as the founding principle of his reflections, problematizations and arguments on the insertion of religious social work in the heart of Latin American social relations is analyzed. The following works were examined under the lens of the Archaeological Discourse Analysis, based on Foucault (2000): Cultural action for freedom, 1981 Brazilian edition; Education: the practice of freedom, 1967 Brazilian edition; Pedagogy of the oppressed, 1987 Brazilian edition; Extension or communication?, 1983 Brazilian edition; and Os cristãos e a libertação dos oprimidos, 1978 edition. It is highlighted that Paulo Freire’s understanding of ethical and religious issues does not only hold a specific way of being, as ethics works as a parameter for critical analysis of different social and historical manifestations on the religious issue and its relationship with the people. It is concluded that the meaning of the notion and the use of the signifier “ethics” as a principle of criticality is recurrent in the argument, in the positioning and in the Freirean discursive order.
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Pielke, Luciane Rocha Ferreira. "Abordagem freireana na educação escolar e não-escolar: uma mediação educativa/pedagógica que conscientiza." Praxis Educativa 16 (2021): 1–22. http://dx.doi.org/10.5212/praxeduc.v.16.16231.037.
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his Merleau-pontyan phenomenological essay shares fundamental dimensions of Paulo Freire’s legacy for school and non-school education. The text deals with popular methodological mediations/strategies that promote the dialogical construction of knowledge and awareness. The objective is to present relevant aspects of this historical-epistemological problematization based on readings, studies and research carried out by the Pedagogical Mediation and Citizenship Research Group from the Vale do Rio dos Sinos University - UNISINOS, coordinated by PhD Professor Danilo Streck. The dialogue articulates Freire’s readings with discussions conducted by Gohn (2006). The challenge of the necessary interface between school and non-school spaces in order to strengthen the emancipatory potential of the Freirean theoretical-methodological legacy in the different pedagogical times-places is highlighted.
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Holzman, Michael. "A Post-Freirean Model for Adult Literacy Education." College English 50, no. 2 (February 1988): 177. http://dx.doi.org/10.2307/377647.
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Koenig, Terry L., Richard Spano, David Kaufman, Matthew R. Leiste, Ane Tynyshbayeva, Gani Madyarbekov, and Assem Karataevna Makhadiyeva. "A Freirean analysis of Kazakhstani social work education." International Social Work 60, no. 1 (July 10, 2016): 156–69. http://dx.doi.org/10.1177/0020872814559558.
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The authors examine their Kazakhstani social work teaching experiences. Key elements discussed include the history of Kazakhstani culture, language, family life; the view that the classroom is a microcosm of the larger society; and the role of language dominance in the Kazakhstani classroom. Five concepts provide a framework for analyzing our classroom experiences, including indigenization, internationalization, and three concepts from Paulo Freire (i.e. culture of silence, banking concept of education, and critical consciousness). This framework provides students with ways to awaken to social consciousness, to analyze oppression, and to participate in actions to change society.
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Tan, Charlene. "Whither Teacher-Directed Learning? Freirean and Confucian Insights." Educational Forum 82, no. 4 (September 25, 2018): 461–74. http://dx.doi.org/10.1080/00131725.2018.1475713.
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Graceffo, Mark. "Literacy to liberate: a bibliography of Freirean pedagogy." Collection Building 20, no. 3 (September 2001): 113–18. http://dx.doi.org/10.1108/eum0000000005498.
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Roberts, Peter. "Education, Dialogue and Intervention: revisiting the Freirean project." Educational Studies 20, no. 3 (January 1994): 307–27. http://dx.doi.org/10.1080/0305569940200301.
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Levy, Helton. "Grammars of contestation and pluralism: Paulo Freire’s action in Brazil’s periphery and the rise of right-wing discourse on YouTube." International Communication Gazette 82, no. 5 (July 24, 2020): 474–89. http://dx.doi.org/10.1177/1748048520943696.
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This article examines YouTube videos that feature right-wing discourses from Brazil’s periphery based on perspectives extracted from Paulo Freire’s ideas of action for liberation. The findings from a survey conducted from one year before the 2018 elections until one year later combined with a multimodal discourse analysis have pointed to the formation of a new grammar of contestation that discusses socioeconomic, racial, and gender issues in a discourse identified with the right. The Freirean notion of action helps to enlighten aspects that indicate the rise in critical action and pluralism from the periphery, despite the politics of the right that a few media producers have entertained.
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HOLST, JOHN. "Paulo Freire in Chile, 1964–1969: Pedagogy of the Oppressed in Its Sociopolitical Economic Context." Harvard Educational Review 76, no. 2 (July 1, 2006): 243–70. http://dx.doi.org/10.17763/haer.76.2.bm6532lgln2744t3.
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In this article, John Holst presents findings of his historical research on Paulo Freire's educational work in Chile from 1964 to 1969. Freire's Education as the Practice of Freedom, which was written in 1965 from notes he brought from Brazil, was informed by a liberal developmentalist outlook. In contrast, his Pedagogy of the Oppressed, written toward the end of his stay in Chile from 1967 to 1968, was influenced by Marxist humanist ideology. Considering this relatively rapid change in Freire's educational philosophy, Holst explores the manner in which Freire's time and work in Chile affected his ideological evolution. Holst contributes to Freirean studies by demonstrating that Freire's work in the Chilean political context proved to be decisive in his ideological and pedagogical growth. Freire's ideological evolution inspired his writing of Pedagogy of the Oppressed, widely considered one of the most important books on education in the twentieth century. Ultimately, Holst argues that Freire's pedagogy, like all pedagogy, can only be understood fully when seen within the specific sociopolitical and economic contexts within which it developed. Pedagogies are collective in nature, and Freire's, as he himself recognized, was no exception.
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Silva, Mariluci Almeida da, and Janine Moreira. "Proposta de ensino na EJA: alguns sentidos dialógicos analisados à luz da teoria freiriana." Cadernos de Pesquisa 27, no. 1 (August 7, 2020): 125. http://dx.doi.org/10.18764/2178-2229.v27n1p125-150.
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Este artigo decorre de uma pesquisa de mestrado em Educação, realizada em uma unidade de Ensino Fundamental da Educação de Jovens e Adultos (EJA), em Torres, cidade do Estado do Rio Grande do Sul. O objetivo geral desta pesquisa foi: “Compreender os signifi cados do diálogo presentes no processo ensino-aprendizagem da Educação de Jovens e Adultos (EJA), à luz da concepção freiriana”. A pesquisa foi qualitativa e, para o levantamento dos dados, contou-se com entrevistas semiestruturadas com professores, com equipes pedagógica e diretiva, como também, aplicação de questionários com alunos. A análise de dados se deu por categorias. O presente artigo apresenta a análise de três destas categorias: diálogo como respeito, diálogo como facilitador da vivência das boas relações, diálogo como forma de afetividade, assim como a análise de dados investigados no Regimento Escolar. O embasamento teórico foi, fundamentalmente, na pedagogia libertadora de Paulo Freire. Nas categorias supracitadas e no documento evidenciou-se “sentidos de diálogo” que ressaltam: o ato de saber escutar, o carinho, a amizade, a amorosidade, o respeito, a afetividade, a liberdade de expressão entre professores e estudantes para que haja a pronúncia e troca de experiências, sendo estes alguns dos subsídios convergentes para a concepção do diálogo em Freire. Palavras-chave: EJA. Sentidos de diálogo. Freire. Educação.Teaching proposal in the EJA: some dialogical senses analyzed according Freirean theoryAbstractThis article is based on a Master’s research in Education, carried out at elementary school unit of youth and adult education (EJA) in Torres, a city in the state of Rio Grande do Sul. The general objective of this research was: “Understanding meanings of the dialogue present in the teaching-learning process of Youth and Adult Education (EJA), according the Freirean conception”. The research was qualitative and, data collection included semi-structured interviews with teachers, pedagogical and directive teams, as well as the application of questionnaires with students. Data analysis was by categories. This article presents the analysis of three of these categories: dialogue as respect, dialogue as a facilitator of good relationships, dialogue as an affection form, also as the analysis of data investigated in the School Regiment. The theoretical basis was, fundamentally, in Paulo Freire’s liberating pedagogy. In the aforementioned categories and in the document, the “senses of dialogue” have been highlighted and stand out: the act of knowing how to listen, care, friendship, love, respect, affection, freedom of speech between teachers and students so that there is the pronunciation and exchange of experiences. These are some of the convergent subsidies for the conception of the dialogue in Freire.Keywords: EJA. Senses of dialogue. Freire. Education.Propuesta de enseñanza en la EJA: algunos sentidos dialógicos analizados a la luz de la teoría freirianaResuménEste artículo se deriva de una investigación de maestría en Educación, realizada en una unidad de Enseñanza Fundamental de la Educación de Jóvenes y Adultos (EJA), en Torres, ciudad del Estado de Rio Grande do Sul. El objetivo general de esta investigación fue: “Comprender los significados del diálogo presentes en el proceso enseñanza-aprendizaje de la Educación de Jóvenes y Adultos (EJA), a la luz de la concepción freiriana”. La investigación fue cualitativa y, la obtención de los datos fue realizada a partir de entrevistas semiestructuradas con profesores, con equipos pedagógicos y directivos, como también, aplicación de cuestionarios con alumnos. El análisis de datos se dio por categorías. El presente artículo presenta el análisis de tres de estas categorías: diálogo como respeto, diálogo como facilitador de la vivencia de las buenas relaciones, diálogo como forma de afectividad, así como, el análisis de datos investigados en el Reglamento Escolar. El fundamento teórico fue, fundamentalmente, en la pedagogía liberadora de Paulo Freire. En las categorías arriba citadas y en el documento, se evidenció “sentidos de diálogo” que resaltan: el acto de saber escuchar, el cariño, la amistad, la amorosidad, el respeto, la afectividad, la libertad de expresión entre profesores y estudiantes para que haya la pronunciación y el intercambio de experiencias, siendo estos algunos de los subsidios convergentes para la concepción del diálogo en Freire.Palabras clave: EJA. Sentidos de diálogo. Freire. Educación.
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Thousand, Jacqueline, Rosario Diaz-Greenberg, Ann Nevin, Maria Cardelle-Elawar, Carol Beckett, and Ruth Reese. "Perspectives on a Freirean Dialectic to Promote Inclusive Education." Remedial and Special Education 20, no. 6 (November 1999): 323–26. http://dx.doi.org/10.1177/074193259902000602.
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Melo Júnior, Arlindo Lins de, and José Leite dos Santos Neto. "O olhar freireano sobre a formação de professores para a educação básica / The Freirean gaze at the teachers training..." Cadernos CIMEAC 8, no. 2 (October 29, 2018): 120. http://dx.doi.org/10.18554/cimeac.v8i2.2522.
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A formação de professores é uma atividade eminentemente humana, inscrita no campo da educação como uma categoria teórica, científica, política e pedagógica. Neste estudo, através de revisão bibliográfica e documental, objetivamos descrever algumas contribuições de Paulo Freire para a formação de professores. Os resultados direcionaram para dois eixos temáticos construídos a partir da análise documental, a seguir: (1) a formação de professores em Paulo Freire (2) práxis pedagógica na formação de professores em Paulo Freire. Como resultado principal, constatou-se que nos textos e documentos consultados, a importância de valorizar a formação do professor sobre o viés da formação humanizadora explicitada pelo autor para educação básica.Palavras-chave: Formação de professores; Paulo Freire; Práxis Pedagógica. ABSTRACT: The teachers training is ahuman eminently activity, intoeducation field as a theoretical, scientific, political and pedagogical category. The core of this study is describingthe Paulo Freire’s contributions regardingto teacher training. The research was carried out through a bibliographical and documentary methodology. The results lead to two thematic axes constructed from documental analysis: (1) teacher training in Paulo Freire (2) pedagogical praxis in teacher training in Paulo Freire. As a main result, has been verified that in the texts and documents analyzed, the importance of valuing the teacher training on the bias of the humanizing formation explained by Freire for basic education.Keywords: Teacher training; Paulo Freire; Pedagogical praxis.
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Lemos Milli, Júlio César, Ana Paula Solino, and Simoni Tormöhlen Gehlen. "A análise textual discursiva como uma bússola praxiológica à perspectiva freireana de educação." Revista Pesquisa Qualitativa 8, no. 19 (December 22, 2020): 739–67. http://dx.doi.org/10.33361/rpq.2020.v.8.n.19.373.
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Alguns estudos têm discutido contribuições da Análise Textual Discursiva (ATD) no desenvolvimento de pesquisas baseadas na perspectiva freireana. Todavia, há de se evidenciar aspectos teórico-metodológicos da ATD que se aproximam da abordagem freireana, tendo em vista as articulações já realizadas com a Investigação Temática. Assim, busca-se investigar aproximações e complementaridades da realização da ATD na Investigação Temática - processo de obtenção de Temas Geradores -, tomando como ponto de partida os pressupostos freireanos de educação e a análise do Projeto Inter, desenvolvido durante o Movimento de Reorientação Curricular de São Paulo. As diferentes releituras da Investigação Temática e suas relações com a ATD permitiram caracterizar os potenciais metodológico, hermenêutico e dialético. Esses potenciais se expressam sobre a abertura da ATD à realização da práxis, fato que justifica sua utilização nos trabalhos de cunho freireano, bem como a configura como uma bússola praxiológica, que pode orientar/operacionalizar a busca pela transformação da realidade. Palavras-chave: Paulo Freire; Investigação Temática; Metodologia de Análise.
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Pereira, Cleyton Feitosa, and Allene Carvalho Lage. "Educação como Prática da Liberdade para Lésbicas, Gays, Bissexuais, Travestis e Transexuais: saberes, vivências e (re)leituras em Paulo Freire." Diversidade e Educação 5, no. 2 (March 18, 2018): 68–76. http://dx.doi.org/10.14295/de.v5i2.7712.
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Resumo: Através de uma pesquisa bibliográfica, com foco nas obras “Educação como Prática da Liberdade” e “Pedagogia do Oprimido”, tecemos reflexões e conexões entre o pensamento freireano e a luta cotidiana do Movimento LGBT. As análises apontaram perspectivas de existir e estar no mundo - a integração ou a acomodação - e a relação que a população LGBT estabelece com o enfrentamento à heteronormatividade remetendo-nos à contradição opressor-oprimido. Entendemos essa complexa conjuntura violadora de direitos por aquilo que Freire chamou de “inexperiência democrática” como sendo parte da realidade construída historicamente por meio da colonização de povos latinoamericanos. Mas compreendemos também que a emancipação pode se dar através de uma educação horizontal, dialógica, plural e conscientizadora. Uma educação como prática da liberdade.Palavras-Chave: Educação. Diversidade sexual. Emancipação. Paulo Freire. Resumen: A través de una investigación bibliográfica, con foco en las obras "Educación como Práctica de la Libertad" y "Pedagogía del Oprimido", tejemos reflexiones y conexiones entre el pensamiento freireano y la lucha cotidiana del Movimiento LGBT. Los análisis apuntaron perspectivas de existir y estar en el mundo - la integración o el acomodamento - y la relación que la población LGBT establece con el enfrentamiento a la heteronormatividad remitiéndonos a la contradicción opresor-oprimido. Entendemos esa compleja coyuntura violadora de derechos por lo que Freire llamó "inexperiencia democrática" como parte de la realidad construida históricamente por medio de la colonización de pueblos latinoamericanos. Pero comprendemos también que la emancipación puede darse a través de una educación horizontal, dialógica, plural y concientizadora. Una educación como práctica de la libertad.Palabras clave: Educación. Diversidad sexual. Emancipación. Paulo Freire. Abstract: Through a bibliographical research, focusing on the works "Education as a Practice of Freedom" and "Pedagogy of the Oppressed", we weave reflections and connections between Freirean thinking and the daily struggle of the LGBT Movement. The analysis pointed to perspectives of existence and being in the world - integration or accommodation - and the relationship that the LGBT population establishes with the confrontation with heteronormativity, referring to the oppressive-oppressed contradiction. We understand this complex situation violating rights by what Freire called "democratic inexperience" as part of the reality historically built through the colonization of Latin American peoples. But we also understand that emancipation can take place through a horizontal, dialogical, pluralistic and conscientious education. An education as a practice of freedom.Keywords: Education. Sexual diversity. Emancipation. Paulo Freire.
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Santos, Lavoisier Almeida dosntos, Valci Melo, and Maria do Socorro Aguiar de Oliveira Cavalcante. "Paulo Freire e a resistência à naturalização da ordem social vigente." Praxis Educativa 16 (2021): 1–15. http://dx.doi.org/10.5212/praxeduc.v.16.16433.008.
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This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. For that, we analyzed a discursive event occurred in teaching institutions of the city of Maceió, Ceará, Brazil. In order to carry out this analysis, in addition to Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism. From the analyzed case, we demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today. This fact reaffirms the importance of his work as a point of resistance against conservative policies and excluding pedagogical practices.
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Santos, Lavoisier Almeida dosntos, Valci Melo, and Maria do Socorro Aguiar de Oliveira Cavalcante. "Paulo Freire e a resistência à naturalização da ordem social vigente." Praxis Educativa 16 (2021): 1–15. http://dx.doi.org/10.5212/praxeduc.v.16.16433.008.
Full textAbstract:
This work had as an objective to examine the importance and the utilization of Paulo Freire’s legacy for the comprehension of the nature of education, the social historic conditioning of school and the relationship of the pedagogical practice-social practice. For that, we analyzed a discursive event occurred in teaching institutions of the city of Maceió, Ceará, Brazil. In order to carry out this analysis, in addition to Freire’s theory, we relied on the theoretical-methodological assumptions of the Discourse Analysis, founded in France, by Michel Pêcheux, anchored in the Dialectical and Historical Materialism. From the analyzed case, we demonstrate that, contrary to the accusations that attribute to Freirean ideas the responsibility for the negative results of Brazilian education, what exists is the total absence of these ideas in the concrete reality of Brazilian schools today. This fact reaffirms the importance of his work as a point of resistance against conservative policies and excluding pedagogical practices.
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Henning, Leoni Maria Padilha. "Experiência existencial no pensamento freiriano." Revista Educação e Emancipação 12, no. 1 (January 29, 2019): 33. http://dx.doi.org/10.18764/2358-4319.v12n1p33-53.
Full textAbstract:
Estudo bibliográfico que visa compreender a experiência existencial no pensamento freiriano, atentando para três questões principais: 1. Em que consiste a experiência existencial em Freire? 2. Por que ela é fundamental ao trabalho que pretende ser realmente educativo? 3. Por que a experiência existencial, como princípio educativo, e educação bancária não se correspondem? Esses questionamentos conduziram ao aprofundamento do conceito, em torno do qual gravitam outras noções básicas da Pedagogia da Humanização. Pautada na educabilidade dos homens e das mulheres e no seu inacabamento, a teoria freiriana é esperançosa, amorosa em relação ao mundo. Trata-se de uma contínua busca da conscientização e libertação humana em relação ao império de ações afogadoras de suas experiências reais, desrespeitando homens e mulheres como intérpretes insofismáveis de sua própria existência. O modo existencial de viver é próprio aos humanos, configurando-se na busca de ser com os outros, possibilitando a comunicação, a convivência e a experiência compartilhada realizada na mediação das ações em torno do mundo. Na imediata leitura de mundo é que reside a experiência existencial primária e fundamental dos humanos, em que se experimenta o existir inédito e se apreende subjetivamente a realidade. Para o autor, é impossível a educação que desconsidere a cotidianidade transcorrida nessa esfera existencial. Por fim, a situação, que se constitui num dos aspectos indispensáveis relacionados à experiência existencial, não se constituem aspecto caro aos agentes educativos bancários que apresentam sua proposta em pauta pronta, padronizada, montada sobre premissas fixas cujos questionamentos são tidos por improdutivos.Palavras-chave: Experiência. Existência. Freire.Existential experience in freirian thoughtABSTRACTA bibliographical study in order to understand the existential experience in Freirean thinking, considering three main questions: 1. What is the existential experience in Freire? 2. Why is it fundamental to work that is meant to be truly educational? 3. Why do existential experience, as an educational principle, and banking education, do not correspond? These questions led to the deepening of the concept, around which basic notions of the Pedagogy of Humanization gravitate. Based on the educability of men and women and their incompleteness, the Freirian theory is hopeful, loving towards the world. It is a continuous search for human awareness and liberation in relation to the empire of drowning actions of their real experiences, disrespecting men and women as unmistakable interpreters of their own existence. The existential way of living is proper to humans, configuring itself in the search of being with others, enabling the communication, the coexistence and the shared experience realized in the mediation of the actions around the world. In the immediate reading of the world lies the primary and existential experience as humans, in which one experiences the unprecedented existence and subjectively grasps reality. For the author, it is impossible education that disregards the everyday life passed in this existential sphere. Finally, the situation, which constitutes one of the indispensable aspects related to existential experience, does not constitute an important aspect for the banking educational agents who present their proposal according to a ready agenda, standardized, based on fixed premises whose questions are considered as unproductive.Keywords: Experience. Existence. Freire. Experiencia existencial en el pensamiento freirianoRESUMENEstudio bibliográfico que pretende comprender la experiencia existencial en el pensamiento freiriano, respondiendo a tres cuestiones principales: 1. ¿En qué consiste la experiencia existencial en Freire? 2. ¿Por qué es fundamental para el trabajo que pretende ser realmente educativo? 3. ¿Por qué la experiencia existencial, como principio educativo, y educación bancaria no se corresponden? Estos cuestionamientos condujeron a la profundización del concepto, en torno al cual gravitan otras nociones básicas de la Pedagogía de la Humanización. En la educación de los hombres y de las mujeres y en su inacabado, la teoria freiriana es esperanzada, amorosa en relación al mundo. Se trata de una continua búsqueda de la concientización y liberación humana em relación al imperio de acciones ahogadas de sus experiencias reales, desatendiendo a hombres y mujeres como intérpretes insofi ables de su propia existencia. El modo existencial de vivir es propio a los humanos, configurándose en la búsqueda de ser con los demás, posibilitando la comunicación, la convivencia y la experiencia compartida realizada en la mediación de las acciones en todo el mundo. En la inmediata lectura de mundo es que reside la experiencia existencial primaria y fundamental en cuanto humanos, en que se experimenta el existir inédito y se aprehende subjetivamente la realidad. Para el autor, es imposible la educación que desconsidere la cotidianidad transcurrida en esa esfera existencial. Por último, la situación, que se constituye en uno de los aspectos indispensables relacionados con la experiencia existencial, no se constituye en un aspecto caro a los agentes educativos bancários que presentan su propuesta en pauta acabada, estandarizada, montada sobre premisas fijas cuyos cuestionamientos son considerados por improductivos.Palabras clave: Experiencia. Existencia. Freire.