Freire's Concept Research Articles

Freire's Praxis, Democracy and Critical Consciousness in Islamic Education

Critical philosophy in education assumes that students are so naive and unable to read social reality critically, and this also happens in Islamic education. Paulo Freire tries to promote the importance of student-centred education, active participation and critical consciousness in education. This study aims to: (1) explore Freire's ideas about praxis; (2) explore Freire's thoughts on democracy; (3) explore Freire's thinking about critical consciousness; (4) integrate the concepts of praxis, democracy and critical consciousness in Islamic education. This is literature research which involves review of literature that is relevant to Freire's concepts and their application in Islamic education. The findings of this study are: (1) Praxis allows students to link Islamic knowledge and values with concrete actions in life; (2) Democracy promotes student participation in decision-making and open dialogue, enabling them to actively contribute to learning; (3) Critical consciousness helps students understand the structure of society and analyze their understanding of Islamic teachings critically; (4) The concepts of praxis, democracy and critical consciousness in Islamic education provides opportunities for students to integrate religious teachings with their life experiences, understand the social context and develop a critical understanding of Islam.

Correlation of Paulo Freire's Educational Philosophy to Islamic Educational Philosophy

Paulo Freire's philosophy of education, known as Pedagogy of the oppressed, is a conceptual narrative closely related to the philosophy of humanism. The education of the oppressed has a simple understanding, which is education that liberates or is anti-dehumanizing. One of the approaches used by Paulo Freire to address the problem of dehumanization in Brazilian society is literacy education, which, according to Freire, involves not only reading the word but also reading the world. Freire's literacy practice is not limited to formal learning in schools but is also carried out through social interaction and daily activities. This study is qualitative research with a literature review approach. Furthermore, the data sources in this study were obtained from primary, secondary, and preliminary sources, which were then analyzed by reducing all the collected data. Paulo Freire's philosophy of education is constructed upon ontology, epistemology, and axiology, which correlate with the philosophy of Islamic education. After analyzing, some weaknesses were also found in Paulo Freire's concept of education regarding its humanism as a perspective in understanding educational issues. The practice of Paulo Freire's philosophy of education also resembles normative guidance on education, and it tends to lack a final goal, relying solely on the critical consciousness of the learners in interpreting reality.

Egalitarian Education: The Practice of Independent Learning at PAUD Sanggar Anak Alam Nitiprayan Kasihan Bantul Yogyakarta

Education at early childhood education (PAUD) Sanggar Anak Alam (SALAM) in Yogyakarta focuses on liberating and holistic development, nurturing students' faith, character, health, knowledge, independence, creativity, and responsibility through a research-based approach centered on nature and individual talents. Unlike traditional schools, SALAM, often called a 'school of life' or 'life laboratory,’ emphasizes experiential learning in a natural setting, aligning education with each student's unique interests and abilities. This study aims to analyze how the concept and practice of independent education are applied at PAUD Sanggar Anak Alam Yogyakarta. Employing a descriptive-qualitative approach, the research investigates how this educational philosophy translates into practice, emphasizing critical thinking, autonomy, and humanization. Through participatory observation, in-depth interviews, and document analysis, the study captures the perspectives of educators, administrators, and other stakeholders. Key findings include the integration of Freire's concepts into pedagogical practices, such as fostering egalitarian educator-student relationships, prioritizing dialogue, and embedding ethics in the curriculum. The study also examines the practical implications of this approach, highlighting the roles of educators as facilitators and the importance of nurturing environmental awareness and critical thinking from an early age. While the study's findings affirm the potential of Freire's model in early childhood settings, its context-specific nature and focus on a single institution necessitate caution in generalizing the results. Consequently, the research underscores the need for further exploration in diverse educational contexts. The study's implications extend to educational policy and practice, advocating a shift towards more participatory, student-centered, and dialogue-driven learning environments. This research contributes to the discourse on global educational reform by demonstrating the transformative power of liberatory education in fostering egalitarian and humanizing educational experiences.

Playing as People: Critical Pedagogy and Historical Role Immersion Games

Abstract Educational games represent some of the most impactful educational tools in an educator's toolbox. These technologies facilitate play and encourage players to push the envelope and engage broadly with the class in subversive play. Contextualized by the broader rules and requirements of the school, school culture, and curricula, subversive play empowers players to explore the boundaries of the game while feeling an increased sense of personal agency in how the goals of the game are achieved. This exploration serves the goals of Paulo Freire's concept of critical pedagogy, where students and instructors work together, bringing their embodied experiences into the classroom to address and understand the content arrayed before them. By empowering players to engage in subversive play, students and instructors alike break from the classroom and schoolhouse norms to explore the foundations, deeper meanings, social contexts, and ideologies of the information presented, while simultaneously meeting required learning goals.

Implementasi Konsep Berpikir Kritis Paulo Freire dalam Meningkatkan Pendidikan Masyarakat Rote Melalui Revitalisasi Tradisi Tu’u

The Tu'u education tradition is important for the Rote community not only as a means of helping to finance children's education, but as a form of solidarity, a form of brotherhood and as a medium for unifying the Rote community. However, as time went by, the Tu'u educational tradition began to diminish and even be ignored for various reasons. One of them is that the Tu'u Belis tradition is more important, so education is neglected. The purpose of writing this article is to analyze the concept of education according to Paulo Freire's perspective regarding critical thinking, critical awareness and the importance of education and its urgency for the sustainability of education in the Rote community. Freire explained that education plays an important role in the process of human liberation and education must be a tool to overcome social injustice, poverty and oppression. Freire emphasized the importance of human-centered education, which involves students actively in the teaching and learning process, and promotes critical understanding of the world around them. The method used in this research is library research and direct observation where the researcher is part of the Rote community, supported by secondary sources such as books, journals and online media which can be academically accountable. In this study, researchers found that Paulo Freire's concept can be implemented in the Rote community, because it opens up the Rote community's framework of thinking about the importance of education through critical thinking and critical awareness, so that they are free from being oppressed by their reality.

An-Nadzariyyatu at-Tarbawiyyatu ‘Inda Paulo Freire wa Irtibātuhā bi Ta’līmi al-Lughah al-‘Arabiyyah Fī Indonesia

Hypothetically, this research argues that the teaching of Arabic as a second language in Indonesia should have a commitment to social justice. Thus, this research explores Paulo Freire's educational concept and considers how it relates to teaching Arabic itself. Paulo Freire helped usher in a new way of thinking about education and inspired an educational paradigm to focus more on injustice, oppression in education. Judging from Freire's thought, the educational aspect has a political dimension. This is because education aims at social transformation. This study uses library research methods to analyze the dimensions of Freirean pedagogy in teaching Arabic to foreign speakers. The results of this study are to provide understanding and suggestions for a new paradigm in teaching and learning Arabic for foreign speakers in Indonesia; According to the principles of Freirean pedagogy, Arabic teachers who are unable to respect students in their aesthetic and linguistic expressions violate basic ethical principles of the human condition. The researcher concludes argumentatively that this educational idea will definitely provide a good new tradition for the study of Arabic as a second language in Indonesia.

Creating economic, social, and environmental change through entrepreneurship: An entrepreneurial autonomy perspective informed by Paulo Freire

We extend to the context of entrepreneurship Paulo Freire's concepts including “limit-situation” representing constraints to be surpassed, such as inequalities or crises, “untested feasibility” representing a new vision based on awareness that a given reality can be altered, and “limit-acts” representing actions to change reality. In our abductive analysis, we focus on Brazilian women technology entrepreneurs as individuals transcending barriers such as gender inequality. Our entrepreneurial autonomy perspective represents a process in which individuals (1) identify economic, social, and/or environmental issues that they can improve via entrepreneurship, (2) develop a new vision that articulates better economic, social, and/or environmental conditions, and (3) take actions to enhance these conditions and benefit diverse stakeholders by creating a nonprofit or for-profit enterprise. We provide future directions for the integration of Freire's concepts and the entrepreneurial autonomy perspective in research, and offer our entrepreneurial autonomy worksheet for educators to empower individuals to develop ideas of socially responsible new ventures that create value for diverse stakeholders.

EDUCATIONAL MOBILITY AS AN IMPLEMENTATION OF THE “WORLD – MAN” PROJECT IN THE CONTEXT OF THE FLOODING PRESENT

The statement of basic materials. A new vision of philosophy is represented as one whose main task is compliance with new realities, where man and the world as realities become poly-paradigmatic, poly-essential, thus expanding the philosophical space of research. Innovative projects for the development of society arise, thanks to which philosophy becomes open to society. It is about the need to use new research paradigms to clarify modern processes. It is noted that today there are new forms of presentation of philosophy outside academic institutes. This new picture of philosophy presentation models states a public turn in the philosophy of the present. The public turn created a mosaic configuration of philosophy, including both popularizers of science and academic philosophers. Despite this, the problem of becoming a person as an agent remains undefined. The process of education as a mechanism for preserving the integrity of the individual is increasingly criticized. It is about the transformation of educational institutions as the formation of a post-university. The concept of “meaning of being” is involved in the analysis, which allows considering post-university as being (Z. Bauman, L. Donskis). P. Freire's concept of education as “reading the word and reading the world” was considered in the context of teaching as a dialogic method, which testifies to the reciprocity of thoughts and actions. It is about the need for cultural anthropotechnics for the subject's improvement of himself. An innovative approach to the education system meets the call to create a new generation of people, which is facilitated by educational mobility, which is possible under the conditions of openness. Educational mobility primarily acts as a project to enrich one's own thesaurus, in connection with the involvement of various cultural practices, and as a way of recognizing and adapting to those changes that are the realities of today, where mobility is a criterion for the preservation and existence of modern society. The concept of mobility is still debatable. Turning to educational mobility allows us to talk about its flexible configuration, where professional training and the existing cultural level intersect, which are aimed at forming a personality that must meet modern challenges. During educational mobility, the social role of an individual changes: from a subject who acts / learns to the formation of an individual who perceives the world holistically, thereby affirming the principle of unity in diversity, which resonates with the principle of multiculturalism and tolerance. Educational mobility corresponds to the principle of “man's concern for himself” (M. Foucault) and is associated with such processes as integration, modernization, transmission of experience and practices, deepening of interaction between all participants of both social and cultural interaction. This allows us to define educational mobility as a plane of social interaction, where a new network pattern of social institutions and social communities is formed.

Sejarah dan Perbandingan Pendidikan Negara Brazil dan Saudi Arabia

The purpose of this research is to compare the education sistem in Brazil with a communist figure named Paulo Freire with the Government Sistem of the State of Saudi Arabia (Islam), the Holy Qur'an and the Sunnah of the Prophet Muhammad SAW. The research method and the type of data collection in this research is library research. The analysis technique uses a descriptive analysis approach by reducing data from library sources. The results of the study in Brazil have a federal government sistem, a republican government sistem , unions, federal districts and cities in managing and regulating the education sistem . Saudi Arabia is a royal state. The education sistem is more about the Islamic religion and is regulated by the organization The General Presidency of Girls' Education (GPGE). The conclusion is that Brazil applies the education sistem . Freire's concept of critical literacy education aims to raise critical awareness of the oppressed to the reality of oppression that has shackled them as human beings. Meanwhile, Saudi Arabia has an education sistem known as “The General Presidency of Girls' Education” (GPGE).
 Keywords: Brazil and Saudi Arabia, Multicultural Education.

«ПЕДАГОГИКА УГНЕТЕННЫХ» ПО-РУССКИ: АЛЕКСАНДР БОГДАНОВ И ПАУЛУ ФРЕЙРЕ

The article is devoted to a comparative analysisof the pedagogical ideas of Alexander Bogdanov and Paulo Freire. The author statesthat the principles of organizing education in the Proletarian University conceived by Bog-danov and in party schools for workers in Capri and Bologna, which he considered as a prototype of this university, are very close to the foundations of the “pedagogy of the oppressed”of P. Freire. At the same time, neither Freire himselfnor the researchers of his work mention Bogdanov among his predecessors or inspirers. The article notes that the starting points for formingthe basic principles of teaching proposed by Bogdanov and Freire were similar. Thesewere circles in which adult working people learned the basics of literacy –general (in Freire's case) and socio-economic (in Bogdanov's case). Bogdanov's pedagogical ideas followed from his theory of proletarian culture. Hebelieved that the first stage of the socialist revolution should be an ideological revolution amongthe workers, and only after that,the working class couldbecome the head of the social revolution. Freire reasoned in a similar way: proceeding from the fact that the subordinate position of the oppressed is determined by their objectivity, he believedthat “they should abandon the position of things and begin to fight as people”. At the same time, “they cannot join the struggle as objects in order to later become people”. The article also traces the affiliation of ideas underlying Bog-danov's and Freire's educational concepts,and shows thatdifferent pedagogical theorists and practitioners, suchas N.K. Krupskaya, A.S. Makarenko, and A. Gramsci,developed ideas similar, though not identical,toBogdanov's and Freire's views

Freire, dialogic feedback, and power issues

The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts. This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

Marxist-inflected praxis in Paulo Freire's political pedagogy

This paper discusses and explains Freire's Marxist-inflected concept of praxis as developed throughout his oeuvre. A key feature, deriving from Marx and others, notably Gramsci, is the positing of a dialectical relationship between consciousness and the world. This is at the heart of his celebrated pedagogical approach. Praxis dates back to the time of the ancient Greek ‘civilisation’ Aristotle in primis. It involves an intellectual effort, a reflection on one’s individual and collective lifeworld. These are the reflecting on action processes that can ultimately collectively lead to political change. Praxis lies at the heart of Marxian and Gramscian political thought and strategy. It is the kernel of Paulo Freire's pedagogical politics; it differs from simply practice. This pedagogical politics involves the codification of this reflection on action into theory. It, in turn, entails evaluating relevant theory against the very reflection on everyday action. The world of action is life itself with all its dimensions, including community living and work, but extends well beyond.

Territórios educativos como alfabetização territorial

Based on the dialectical experiences of children with architectural and urban artifacts, we seek to offer them a range of devices that enable them to identify educating territories (ETs) through the Children Architecting in the Territory program. Our premise is that Paulo Freire's theories and concepts, through the field of Progressive Education, fertilize the praxis of these devices in the area of ​​Architecture and Urbanism, while contributing to the expansion of this theoretical and practical field of ETs, which has proved multidisciplinary and under construction. Thus, the objective is to briefly present the devices and their dialogue with Freire's concepts in order to contribute to their theoretical and conceptual deepening. We were able to establish nexus mainly with the ideas of literacy and cognitive process, formulating a hybrid conception of territorial literacy, which values ​​the autonomy of children in their learning process. Key words: Devices. Childhood. Territory. Paulo Freire. Literacy.

CARTA À PIERA BRIGATTI: UMA EDUCADORA ÉTICO-CRÍTICA

In Pedagogical Charter style, aspects of the training of a couple of educators are addressed. It is argued that the training process involved contributed to the implementation and contextualization of Paulo Freire's conception in public schools.

Alfabetização crítica

O objetivo desse ensaio é refletir sobre a alfabetização de crianças buscando articular duas perspectivas epistemológicas: a concepção de Paulo Freire sobre a educação e a alfabetização e a teoria dos novos estudos do letramento (NEL), em circulação no país a partir dos anos de 1990 do século XX. Ao buscar responder as perguntas “Que alfabetização queremos para as crianças? Qual o sentido da alfabetização hoje?”, nossas reflexões indicam que uma possível mudança nas práticas de alfabetização passaria por uma transformação da escrita que circula na escola, aliada a uma pedagogia da pergunta e do diálogo, como elementos fundantes da prática pedagógica alfabetizadora.

Composição, diálogo e conscientização na EJA: um estudo no campo da educação musical

Pesquisa sobre a composição musical em aulas de música na modalidade Educação de Jovens e Adultos (EJA), com o objetivo de investigar os processos de diálogo e conscientização que emergem na ação pedagógica de compor na escola. O referencial teórico foi construído na articulação entre autores que abordam a composição como ação pedagógica em educação musical e a concepção freireana de educação problematizadora. Foi realizada uma pesquisa participante com estudantes de uma turma do segundo segmento da EJA. O desenho metodológico incluiu a imersão do pesquisador no contexto escolar para atuar como professor e desenvolver um planejamento didático com vivências em composição musical com os participantes. Essas vivências foram registradas em vídeo e realizadas entrevistas de reflexão em grupos focais com auxílio desses vídeos. Os resultados apontaram evidências de que a composição musical pode propiciar aos estudantes a participação no processo de aprendizagem como sujeitos ativos, no qual podem aprender vivendo sua realidade musical, dialogando sobre ela e abrindo espaço para uma possível ampliação de sua visão sobre a música e a sua relação com ela e o mundo.

Integrating Syrian refugee children in Turkey: The role of Turkish language skills (A case study in Gaziantep)

This study discusses issues around the integration of Syrian refugee children into the Turkish school system by using the case study of a secondary school in the city of Gaziantep in the southeast of Turkey. Based on focus groups with teachers at the school who engage with the growing number of Syrian refugee children in their classrooms, this study highlights in particular the role of Turkish language skills in ensuring the integration of Syrian children in the Turkish educational system. The data obtained from the teachers illustrate the significant challenges they face given the lacking Turkish language competency of Syrian students. The study presents the solutions suggested by the teachers at the secondary school and their assessment of the success of the Promoting Integration of Syrian Children into the Turkish Education System (PICTES) (2016–2018) which was implemented to address the specific educational needs of Syrian refugee children. Using Paolo Freire's concept of the pedagogy of the oppressed as theoretical framework, the paper argues that while enhancing Turkish language competency is crucial, it will not be effective as long as the intervention programmes primarily focus on language. Such programmes also need to consider the emotional well-being and mental health of Syrian refugee children, who suffer from the repercussions of the traumatic experiences caused by civil war and displacement, and provide avenues for integrating their perspectives in the classroom and in the wider school community.

Informal Education and Collective Conscientisation in the #FeesMustFall Movement at Nelson Mandela University

This paper draws attention to the intellectual life of the #FeesMustFall movement, highlighting how it became a student platform for critical informal education. Freire's concept of conscientisation is utilised to frame the social movement as a learning space of dialogue, critical thinking, knowledge exchange, and formulation of practical political action against higher education injustices. The Nelson Mandela University in South Africa is the site under study where informal education, conscientisation, and active learning occurred in its #FeesMustFall uprisings. Although the #FeesMustFall movement broadly took on a national temperament, each university campus had its own local unique experiences of the agitation. For Nelson Mandela University's microenvironment, the movement took on strong student-worker alliance organising principles and solidarities that yielded promising and continuing material transformations within a short period of time for its low-income university workers and black students. As one of the student leaders of this social movement, I provide here a personal activist experience from that period and space, emphasising the debates, knowledges, learning experiences, and theorising efforts that went with the protests that the #FeesMustFall student-worker alliance movement organised. This study contributes to the decolonisation of university learning spaces by centring alternative "classrooms" provided on the university margins by student social movements as pioneering platforms in the sociopolitical rollout of critical intellectual development and decolonisation of higher education.

Activist Learning and Temporary Agency Workers in Quebec

AbstractThis chapter addresses learning and nonformal education in the course of organizing migrant and immigrant (im/migrant) temporary agency workers through the Immigrant Workers Centre (IWC) and the Temporary Agency Workers Association (TAWA) in Montreal. The IWC/TAWA organizing approach with agency workers is based on community organizing, activist knowledge production, popular education, and leadership development. Activist education work has helped to foster sustained organizing and campaigns against exploitation by temp agencies in Quebec. This has led to important gains like a recently adopted law that includes several provisions to regulate agencies. We build on critical ethnographic activist research, radical adult education literature concerning social movements, and apply Freire's concepts of limit situations and untested feasibility to TAWA/IWC organizing approaches. We argue that precarious work entails both vulnerability and resistance, and suggest that researchers should attend to the role of activist education, learning, and knowledge production to better understand social and economic justice struggles.

Reconsidering the Meaning of Knowledge Based on Experiences of Community‐Based Social Education Practice in Japan

AbstractThis article aims to build a frame of reference to reconsider the meaning of knowledge in line with collective value formation and to regain lost popular knowledge in comparison with paternalistic or scientific knowledge. Following a brief introduction of Japanese social education and a critical/creative review of Freire's concept of conscientization, a case study of a community‐based social enterprise and its learning practice in the area affected by the Great East Japan Earthquake is explored. The focus of the analysis is to clarify the restructuring process of knowledge construction through collective and dialogical community actions.