Freire's Pedagogy Research Articles

CONTRIBUIÇÕES DE PAULO FREIRE PARA A EDUCAÇÃO DE JOVENS E ADULTOS: UMA REVISÃO NARRATIVA

ABSTRACT: Even 50 years after the launch of Paulo Freire's Pedagogy of the Oppressed, his current contributions to the field of education are perceptible. This article discusses the education for young people and adults guided by Freire's principles. To do so, we developed a narrative review based on the book Pedagogy of the Oppressed and analyzed four themes, namely: (I) the human essence and knowledge; (II) the individual-society relationship; (III) the theory-practice relationship and the objectivity-subjectivity relationship; (IV) the social purposes of education and the teacher's place in the educational process. As a result, we perceived that Paulo Freire's pedagogy is the result of a long life journey, a man's journey between his origins, his world, experiences, readings, and contact with other subjects. His pedagogical and humanistic ideas depart from the micro to the macrocosms, from the world of the less privileged classes in opposition to the privileged ones. In the educational field of young people and adults, taking Paulo Freire as an inclusive educator means, among other aspects, building types of knowledge that consider diverse worldviews and enables the humanization process.

Paulo Freire e a pedagogia latino-americana: a construção de uma identidade pedagógica

ABSTRACT The argument in this essay is that Paulo Freire's pedagogy represents both a consolidation of Latin American pedagogical thinking and the starting point for new developments in the area. The text is divided into four parts. In the first, an attempt is made to look at how Paulo Freire builds his vision of Latin America, with special attention to his time of exile in Chile. The second part deals with understanding the context of praxis at the time when the pedagogy of the oppressed was formed, highlighting the relationship with theology and social research. It follows the identification of sources of the pedagogy of the oppressed, exemplifying how Paulo Freire's work is constituted within a rich pedagogical tradition. Finally, in the fourth part, marks of Latin American pedagogy are highlighted, in which the presence of Paulo Freire is more evident. The conclusion points to perspectives for future research in the context of the follow up of the centenary of Paulo Freire's birth.

Theoretical and methodological aspects of Paulo Freire's Pedagogy: a pedagogical and dialogic possibility in the teaching and learning process

This research seeks to expand and strengthen the theoretical and methodological subsidies of Paulo Freire's Pedagogy in its application to education. In this way, we will bring to reflection three concepts that are interrelated in Paulo Freire's Pedagogy, especially in the Pedagogy of Autonomy: epistemological curiosity, methodical rigor and right thinking. Methodological is a qualitative study with bibliographic research on Paulo Freire's pedagogy. Paulo Freire warns that by recognizing ourselves as human beings, we must also contribute to the humanization of other human beings. For this, it is necessary to face contradictions in order to combat the disqualification of life and the acts of injustice that aggravate cultural and social inequalities. Paulo Freire's research on Pedagogy is revealed as a political, ethical-critical call: it is education that must be constituted as a way of life, as social praxis, synthesizing reflection, the action of deciding, and transforming action. It cannot be left for later or for certain formal moments; it has to be made vital experience every day, at all times.

Paolo Freire's Pedagogy of the Oppressed: A Way Past Oppression for the Nursing Profession.

Several factors predispose nursing to being regarded as an oppressed profession. A majority of nurses are female; the role of the nurse is often seen as being under the direction of physician's orders; and the nature of nurses' clinical practice is seen as task driven. We propose that nursing can be liberated from this image of oppression by transforming nursing education to empower nurses to embrace the fullness of their practice of caring: Providing all human beings with dignity and valuing the care they provide as equally vital to the human condition as the focus on curing is to their physician counterparts. Paolo Freire's Pedagogy of the Oppressed proposes an educational model in which the teacher embraces the authentic thinking required of students in order to fully grasp their role, respecting what each student brings with them and recognizing the value of that knowledge. Trust must be built at every level of health care, beginning with nurses and their educators engaging in relationships rooted in communication, connection, and the ability to engage in productive dialogue. Should students and educators in nursing programs embrace the words of Freire, a transformation can take place in the health-care system. Nurses and nursing students will no longer carry the weight of oppression with them into the workforce.

A pedagogy of ‘public criminology’ as a counter to marginality? Lessons for community sanctions and measures from thePedagogy of the Oppressed

As a subject of study in higher education, criminology has never been more popular; and yet, criminologists occupy an increasingly marginal position within political and media spheres. This marginalisation has arguably been to the detriment of those with lived experience of the criminal justice system, an oppressed class whose number has grown exponentially after several decades of a ‘tough on crime’ consensus on criminality. While much research focuses upon the impacts on imprisonment, an emergent literature has highlighted how individuals experience community sanctions and measures (CSM). This article utilises Paulo Freire's Pedagogy of the Oppressed to accentuate the transformative potential of teaching and learning practises within criminology, and CSM in particular. It applies his writings to the literature on ‘public criminology’, a perspective that aims to render the field more transparent, applied, evidence-based, empowering, and committed to social justice. Drawing from personal reflections as an ‘academic criminologist’ engaged in teaching and research on CSM, the article advocates for a ‘pedagogy of public criminology’ that empowers students, as future criminal justice professionals, with the skills to be public-facing, active, and critical subjects who can make a difference in the lives of individuals subject to CSM.

Reflections and thoughts on Paulo Freire's Pedagogy of Hope

This article was born as a result of listening to several communications within the scope of Paulo Freire's Centenary together with readings that were being made for my PhD thesis, born of a happy encounter between both activities. It is not possible to see only an Educator, a Philosopher or a Sociologist, nor to see Paulo Freire as a Social Museologist. Paulo Freire assumes himself as a complete man when he represents the true role of Philosophy, as the mother of the sciences and as the love of wisdom. It is not possible to see in Paulo Freire only the human being, limited to a space and time, because there are outside these universes of meaning. It is not possible to see Paulo Freire as anything less than his will, a will that continued to exist in the two prisons he faced, his prison, the result of a military system that works out of fear and control, and his Death, where his will goes out in the last breath. Will be? I choose to see in Paulo Freire the sum of all sciences, whether exact or relative (i.e. social sciences). I choose to see Paulo Freire outside any categorical universe belonging to the human condition. I choose to see Paulo Freire as a desiring machine that faces the designs of mortality. That in this publication, we are like Fates, weaving once again the life, work and legacy of this Master. Keywords: Sociomuseology; Education; Freedom; knowledge; Dialogue

Evaluation of ‘Ask the Specialist’: a cultural education podcast to inspire improved healthcare for Aboriginal peoples in Northern Australia

ABSTRACT In Australia’s Northern Territory (NT) most people who access health services are Aboriginal and most healthcare providers are non-Indigenous; many providers struggle to deliver culturally competent care. Cultural awareness training is offered however, dissatisfaction exists with the limited scope of training and the face-to-face or online delivery format. Therefore, we developed and evaluated Ask the Specialist: Larrakia, Tiwi and Yolŋu stories to inspire better healthcare, a cultural education podcast in which Aboriginal leaders of Larrakia, Tiwi and Yolŋu nations, known as the Specialists, answer doctors’ questions about working with Aboriginal patients. The Specialists offer ‘counterstories’ which encourage the development of critical consciousness thereby challenging racist narratives in healthcare. After listening to the podcast, doctors reported attitudinal and behavioural changes which led to stereotypes being overturned and more culturally competent care delivery. While the podcast was purposefully local, issues raised had applicability beyond the NT and outside of healthcare. Our approach was shaped by cultural safety, critical race theory and Freirean pedagogy. This pilot is embedded in a Participatory Action Research study which explores strategies to improve culturally safe communication at the main NT hospital Royal Darwin Hospital.

Educating for emancipation: an analysis of the concept of awareness and educational practice in Paulo Freire's theory

Objective: This article aims to discuss the concept of awareness and educational practice in the evolution of thinking about education aimed at the popular class, in the works of Paulo Freire, with theoretical contributions for reflections on Brazilian political, economic and social factors, in the decades of 1950 – 1960. Originality/contribution: The original article is anchored in a discussion by axes, where a historical period marked by intense transformations in the life of the popular classes is debated, when government investments in industry denoted an increase in rural-urban migration and the formation of a mass of illiterate workers in Brazilian cities. Method:The research method listed for this study was a survey, systematization and bibliographic analysis, from descriptors close to the theme and determined period, using the tools of content analysis for the elaboration of the article. Information strategy/data collection The collection of information was based on bibliographic surveys in Brazilian and foreign collections that dealt with the discussion about awareness and educational practices in the specific period. Conclusions:As conclusions, it is observed that the changes that took place over the decades acted directly in the structuring of Paulo Freire's theory on education. As a criticism of the education given to workers, the concept of awareness and educational practice, were consolidated as the basis of Freirean pedagogy and are progressively developed and complexified in the author's works. The enunciated concepts offer subsidies to the current analyzes on the social function of the school and the human formation.

CHILEAN INFLUENCE IN FREIRE’S THOUGHT

The years Paulo Freire spent in Chile were important for both the country and for Brazilian pedagogists; his influence on educational policies and practices is indubitable. In this article, however, I analyze the ways in which his time in Chile changed Freire’s pedagogical ideas. Specifically, the Chilean context and the people he met there brought about a significant change in his conceptual framework and analytical tools, at least regarding two interlinked key points: heterodox Marxism and the idea of literacy. Marxist influence develops mainly as Marxist humanism and therefore involves the anthropological premise of Freirean pedagogy; in this reflection, the notion of praxis assumes a central role. The idea of literacy, as defined in the Chilean period, is at the forefront of the international debate on adult education.

Curricular Reform and a Culture of Listening: Lessons from the Rosedale Freedom Project

I was formally introduced to antiracist pedagogy in the spring of 2016, several months before I traveled for the first time to the Rosedale Freedom Project (RFP) in Rosedale, Mississippi, to teach a course on music and politics to high school students. Oft romanticized as the place where blues guitarist Robert Johnson sold his soul to the devil at the crossroads, Rosedale is a small town in the Delta region. The majority of its population is Black, and consistently, more than half of this population has lived below the poverty line. The RFP seeks to help send its students, the majority of whom are Black and profoundly underserved by the state of Mississippi, to and through college. In preparation for the summer (and at the request of the director of the RFP), I read a number of foundational texts on antiracism and critical pedagogy including Paulo Freire's Pedagogy of the Oppressed (1968), bell hooks's Teaching to Transgress: Education as the Practice of Freedom (1994), and Beverly Daniel Tatum's “Why Are All the Black Kids Sitting Together in the Cafeteria?”: And Other Conversations About Race (1997). As a white woman with no prior experience in Mississippi, I also read Nan Elizabeth Woodruff's history of the Delta region, American Congo: The African American Struggle in the Delta (2003) and Jesmyn Ward's novel Where the Line Bleeds (2008), among other texts, and reflected on how to design a course that would further the RFP's mission of “supporting the Mississippi Delta's young leaders in the development of critical consciousness and the practice of justice.”

People, Policy, and Praxis

Freirean pedagogy in adult education programs that embrace an open dialectic can be responsive to situations where ambiguity in policy implementation results in discrimination and disenfranchisement. The case presented below comes from my experiences as an educator in a Freirean, Spanish-language, high school equivalency (HSE) program in New Jersey during significant national changes to HSE credentialing in 2014. It describes policy implementation in the local context within the relationships between governing institutions, service organizations, and the people policies are meant to govern. The case constructs a narrative for the relevant policy environments and actions at the time through the assemblage of primary sources, such as policy documents and internal organizational reports, as well as an analysis of 25 news reports and commentaries taken from 2013-2014. I argue that all policies, even those initiated at the national level, are ultimately enacted locally through the dialectic relationships between policy makers, administrators, program staff, and students at a variety of public and private organizations. I show how Freirean approaches to program design and operation respond to political, policy, and programmatic complexities to address discrimination and disenfranchisement. In conclusion, I discuss implications for educators seeking to adopt a Freirean framework into their own program design and implementation. These include the development of local praxis within an analysis of larger oppressive structures, thoughtful design and critical flexibility to work closely with students in program operation, and engagement in dialectic relationships with existing or potential collaborators.

O pensamento freiriano e o ensino da língua tétum durante a resistência timorense

This text seeks to present a concrete manifestation of Freirean thought in the East Timorese country. This thought formed the basis for the literacy processes carried out in the first half of the 1970s, serving as a basis for awareness and subsequent national liberation for the people of Timor-Leste. Methodologically, this text is the result of bibliographic reviews on Freirean Pedagogy, especially in relation to Generative Themes, as well as on Popular Education in Timor-Leste. Also, excerpts from an interview with Professor Dr. Antero Benedito da Silva were used in the present work.

The development of autonomy among adolescents with Down syndrome based on the pedagogy of Paulo Freire

Autonomy is a process that enables us to understand and act on the environment and on ourselves. During adolescence, transformations result in the development of autonomy. Adolescents with Down syndrome (ADS) have perceptual-cognitive limitations and few opportunities to acquire autonomy. The development of autonomy in an occupational therapy group, with dyads of ADS and their main caregivers was analyzed. The evaluation of the materials produced in the therapeutic process pointed to four categories of analysis: self-perception, perception of the other, shared experience and change of attitude. The results show symbiotic relationships between the dyad, which hamper the individuation process and limit the opportunities to carry out activities independently. The therapeutic process based on Paulo Freire's pedagogy raised the level from an ingenuous to a critical awareness, resulting in changes in the attitudes of caregivers in relation to the identification of potential and acceptance of their own limitations and the ADS under care. This symbiosis complicates the individuation process and the access to experiences necessary for the development of autonomy. The therapeutic process can modify the attitudes of caregivers and foster continuity in development and autonomy.

What Is the (Real) Agenda of a Critical Pedagogue? Self-Studying the Application of Freire in Moral-Political High-School Education

ABSTRACT This self-study examines my work as a teacher of “Moral Preparation for the Army,’ a program inspired by Freire and implemented in an Israeli public high school. Together with a fellow teacher educator serving as critical friend, I reflected on my practice through memory-work, and analyzed it in light of critical pedagogy. Looking back, I acknowledged Freire’s inspiration: offering complex conceptions on sociopolitical issues and encouraging me to inquire into my ideological objectives and question the openness of my dialogue. The result is a novel interpretation of the critical pedagogue’s role, providing insights for teacher educators on how to teach Freirean pedagogy and how to guide their student teachers to maintain an ethics of diversity and inclusion, particularly when facing anti-democratic threats.

Freire's Pedagogy of communication, action and transformation: an interview with José Eustáquio Romão

The Brazilian scholar, Professor Jose Eustaquio Romao, was a fellow traveller of Paulo Freire (PF) for the last years of his life, after PF's return to Brazil from exile in 1980. Professor Romao wa...

Rediscovering Paulo Freire's Pedagogy of Hope

This essay rediscovers an important work of the Latin American thinker Paulo Freire called Pedagogy of Hope: Reliving Pedagogy of the Oppressed that he published in 1992. After having been subject to intense ideological and political persecution in his country of origin Brazil and in exile, Paulo Freire, with a full maturity granted by years and experience, redefines in the Pedagogy of Hope, the principles of his Pedagogy of the Oppressed, being a faithful witness of the praxis aimed at the emancipation of the oppressed and of the oppressor. This essay recounts, in a contemporary framework, the main reflections evoked by Freire with the hope of rehabilitating in the educational act, and its essential role as an engine of change, a disregard of the truth, which is an indispensable resource towards the search for social justice.

What Do We Teach When We Teach Harold Pinter?

ABSTRACT This article explores the relationship between Harold Pinter's political plays and Paulo Freire's critical pedagogy. Situating this discussion within the context of neoliberalism and its impact on higher education, the article argues that teaching the work of Harold Pinter can manifest Freire's commitment to education as a practice of freedom, whereby individuals enter into dialogue with one another in order to identify, discuss, and overcome oppression and exploitation. In particular, the article addresses how Pinter's political plays encourage students and teachers alike to develop the critical consciousness necessary to transform oppressive socioeconomic structures and the political institutions that reinforce them.

PAULO FREIRE’S CRITICAL PEDAGOGY IN EDUCATIONAL TRANSFORMATION

Through critical analysis, the purpose of this article is to reflect critically on some of the key aspects of Paulo Freire's critical pedagogy and its contribution to educational transformation. This study is based on critical interpretation and the concept of some key terms in particular. First, this article gives a glimpse into the background of critical thinking, the theoretical basis of Freire's critical pedagogy, and his life experience. Similarly, Freire's critical thinking on the banking education system, which hinders the development of learner's creative thinking, is discussed. These include the role of oppression and dehumanization of the traditional and banking system of education, dialogue and conscientization, libations and problem-posing education, praxis as the reflection in the situations, the role of political and cultural factors in educational change. Second, based on Freire's critical pedagogy, there is a critical interpretation of the current school system's educational process, Practicing Freedom based Teaching Strategies, curriculum planning, and possible transformation into teacher and learner roles. Therefore, to prepare a citizen inspired by freedom and humanization, it is necessary for learners to have critical pedagogical method that can move forward by establishing a connection between themselves and their environment. This requires collaborative and interactive based policies and teaching. It is hoped that such a study will provide some impetus for the transformation of the existing state of education, and will benefit the qualitative development of education.

Exploring Theatre of the Oppressed and Forum Theatre as pedagogies in nursing education

BackgroundConcepts such as racism, oppression and social justice are critical curricular inclusions in nursing education. However, traditional approaches to nursing education often fail to produce the desired reflection and change amongst students. There is an urgent need to develop nursing educators that can step outside the rigidity of the curricular status quo and engage students with pedagogies that support critical reflection, analysis and action. Participatory, experiential and interactive theatrical methods rooted in critical pedagogy, such as Theatre of the Oppressed (TO) and Forum Theatre (FT) may prove more effective at engendering reflection, analysis and action. ObjectivesThe study explores health care providers' (including nurses, nurse educators and allied health professionals) and nursing students' experiences, reflections and usefulness of TO and FT as nursing pedagogies. DesignInfluenced by Freire's Pedagogy of the Oppressed and Boal's Theatre of the Oppressed, this study was conducted on a Western Canadian university campus. Two groups participated: one that included health care providers (HCP) (n = 8) and the second that included an audience of nursing educators and students (n = 7). HCPs participated in a two-day TO workshop, while nursing students participated as audience members in the FT performance. The data were drawn from sharing circles and group discussions and were analyzed using thematic analysis. ResultsThe findings from HCPs revealed that TO represents an opportunity for reflection and growth; strengthening relationships; and practicing vulnerability. Given that students only participated as audience members, they described practical applications for using TO and FT as pedagogies in nursing education including in simulation and in theory-based courses. ConclusionThis study demonstrates that TO and FT can play an important role in supporting HCPs' development as critical educators through embodied and reflective practice and that nursing students endorse the application of TO and FT in a broad range of learning contexts.

Egressas da Licenciatura em Educação do Campo: caminhos na mudança da forma escolar

O estudo analisou a prática de egressas da Licenciatura em Educação do Campo (LeCampo) da Faculdade de Educação da Universidade Federal de Minas Gerais (FaE/UFMG), com vistas a contribuir com as discussões acerca da mudança da forma escolar. Fundamentou-se nos debates teóricos e metodológicos da Educação do Campo, da Pedagogia Socialista e Freiriana. As análises dos dados provêm de pesquisa qualitativa, que recorreu ao levantamento de documentos, entrevistas e observação participante. Os resultados revelam movimentos significativos de mudanças na forma escolar, desencadeados pelas egressas e pelas escolas em que atuam. As escolas desenvolvem projetos que permitem inserir o educando em seu meio, com vistas a criticá-lo, compreender as relações sociais, culturais e de trabalho e, assim, mirar em uma educação omnilateral. Conclui-se que o movimento de mudança tende a alcançar níveis efetivos de transformação em situações onde a egressa está engajada em movimentos sociais e sindicais do campo, que estimulam e endossam suas práticas pedagógicas e que, por sua vez, retroagem como impulso para seu engajamento maior no próprio movimento.
 Palavras-chave: forma escolar, egressos, licenciatura em educação do campo.
 
 Alumnae from the Undergraduate Rural Education: paths in changing of the School Shape
 ABSTRACT. This study analyzed the practices of alumnae from the Undergraduate Rural Education Program (LeCampo) at Minas Gerais University (local acronym FaE/UFMG). It aims at contributing to discussions on changes in school shape. The analysis was based on theoretical and methodological debates about Rural Education, Socialist and Freirean pedagogy. Data were obtained from qualitative research which comprised document analysis, interviews, and participative observation. Results show significant steps taken towards changing school shape. This movement was produced by the alumnae and the education institutions in which they work. Schools develop projects that allow inserting the student in their environment, with a view to criticizing them, understanding social, cultural and work relations and, thus, aiming at an omnilateral education. The conclusion was that these changes cause most effective transformation when the alumnae are engaged in social movements and rural unions that encourage and support the alumnae’s pedagogical practices, which, in turn, stimulates the alumnae to be more deeply engaged in these movements.
 Keywords: school shape, alumnae, undergraduate course in rural education.
 
 Egresadas de la Licenciatura en Educación del Campo: caminos para cambio de la forma escolar
 RESUMEN. El estudio analizó la práctica de egresadas de la Licenciatura en Educación del Campo (LeCampo) de la Facultad de Educación de la Universidad Federal de Minas Gerais (FaE/UFMG), con miras a contribuir a las discusiones acerca del cambio en la forma escolar. El trabajo se basó en los debates teóricos y metodológicos de la Educación del Campo, de la Pedagogía Socialista y Freiriana. Los análisis de los datos provienen de la investigación cualitativa, que ha utilizado documentos, entrevistas y observación participante. Los resultados revelan movimientos significativos de cambios en la forma escolar, desencadenados por las egresadas y las escuelas en donde trabajan. Las escuelas desarrollan proyectos que permiten a los estudiantes insertarse en su entorno, con miras a criticarlos, comprender las relaciones sociales, culturales y laborales y, así, apuntar a una educación omnilateral. Tras los análisis de los resultados, se concluye que el movimiento de cambio tiende a alcanzar niveles efectivos de transformación en situaciones donde la egresada se involucra en movimientos sociales y sindicales en el campo, los cuales estimulan y avalan sus prácticas pedagógicas y que, a su vez, se retroalimentan como impulso para su mayor compromiso en el propio movimiento.
 Palabras clave: forma escolar, egresados, licenciatura en educación del campo.