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This book was written as Paulo Freire himself would have done it, using a method of learning through victories and defeats in the same way one learns in life. The author follows a chronological line in which life and work are naturally mixed. In many cases, he lets Paulo Freire's work speak for itself.
Paulo Preire and Donaldo Macedo invite us to re-examine the literacy crisis. They see literacy not merely as a technical skill to be acquired but as a form of cultural politics. Literacy is viewed as a set of practices that either empowers or disempowers people, and is analysed according to whether it serves to reproduce existing social formations or serves as a set of cultural practices promoting democratic change. In Literacy: Reading the Word and the World, they present not only a reconstructed theory of literacy, but concrete historical analyses of campaigns for literacy in regions such as Cape Verde, Sao Tome and Principe, and Guinea-Bissau. They also give a critique of old views of literacy, with pointers to new alternatives. In earlier works such as Pedagogy oftbe Oppressed and The Politics of Education Paulo Freire has shown how language and power are inextricably intertwined; in this new book he and his co-author expand our definition of what it means to read and, describing actual techniques used by Freire in his literacy campaigns, point the way not only to worldwide literacy but to real social transformation
These readings have been chosen by Ana Maria Araujo Freire and Donaldo Macedo, who also provide a cogent introduction to the life and times: -- From Pedagogy of the Oppressed, The Fear of Freedom, The "Banking" Concept of Education -- From Education for Critical Consciousness, Education and Conscientizacao -- From Pedagogy in Process, the introduction -- A dialogue between Freire and Macedo, Literacy in Guinea-Bissau Revisited -- Selections from Learning to Question -- From Pedagogy of the City, The Challenges of Urban Education -- From Pedagogy of Hope, A Further "Reading of the World" -- Selections from Pedagogy of the Heart
Freire and Macedo analyse the connection between literacy and politics according to whether it produces existing social relations, or introduces a new set of cultural practices that promote democratic and emancipatory change.
In this book, two well-known scholars of critical educational studies provide a compelling introduction to the thoughts of Brazilian educator Paulo Freire and German critical theorist Jurgen Habermas. The book compares their theories in-depth and situates their thinking in relation to other social theories and philosophies of education. The authors demonstrate that, despite their differences, these philosophers share crucial views on science, society, critical social psychology, and educational praxis that are mutually illuminating and offer a new point of departure for a critical theory of education.
How can Paulo Freire s progressive and vital contributions to curriculum planning can be made more relevant today for educators, policy makers and anybody involved in education? This book provides a necessary framework as it articulates significant questions. The first deals with Freire s positions on curriculum planning, the second is devoted to the historical development and the character of his perspective on curriculum planning, and the third refers to the ways his perspective compares to others, as well as to its contemporary value. Freire s perspective comes into direct conflict with traditional views on curriculum planning, the content of which represents what is perceived as the highest expression of Western civilization. Freire also breaks with the dominant perspective of social efficiency on curriculum planning whose main aim is to supply, via behavioral objectives, the knowledge and skills deemed necessary for the efficient function of the economy and the society, treats learners as passive receivers of knowledge, and assigns to curriculum a technical character disarticulated from social, political or ideological conflicts. In addition, he does not focus on studying the learner in an abstract or a-historical framework, nor does he adopt an individualistic interpretation which fetishizes spontaneity. In contrast to traditional perspectives on the curriculum, Freire provides a fertile ground for teachers and any others who seek to transform schools and improve student s learning and lives."
One of the most influential critical educators of the twentieth century, Paulo Freire challenged those educational inequalities and conditions of injustice faced by oppressed populations. In this new edition of Reinventing Paulo Freire, Antonia Darder re-examines his legacy through reflections on Freirean pedagogy and the narratives of teachers who reinvent his work. The fully revised first part provides important historical, political, and economic connections between major societal concerns and educational questions raised by Freire and their link to the contemporary moment, including questions tied to neoliberalism, coloniality, and educational inequalities. At the heart of the book is a critical understanding of how Freire’s pedagogy of love can inform, in theory and practice, a humanizing approach to teaching and learning. Powerful teacher narratives offer examples of a living praxis, committed to democratic classroom life and the emancipation of subaltern communities. The narratives clearly illustrate how Freire’s ideas can be put concretely into practice in schools and communities. These reflections on Freirean praxis are sure to spark conversation and inspiration in teacher education courses. Through a close theoretical engagement of Freire’s ideas and key insights garnered from lived experiences, the book speaks to the ways Freire can still inspire contemporary educators to adopt the spirit of liberatory pedagogy, By so doing, Reinventing Paulo Freire is certain to advance his theories in new ways, both to those familiar with his work and to those studying Freire for the first time.
The book explores what it means for a human organism to be a “subject” and responds to what it sees as the contemporary ablation of subjectivity in favour of an impoverished “biopolitics” (a concept borrowed from Foucault). It is preoccupied with questions of ethics and education, arguing that Lacanian psychoanalysis, like Freirean literacy, constitutes first and foremost an education in responsible subjecthood. It identifies such an education as a very necessary intervention in what appears to be a global double bind between fanatical certainty and capitalist abstraction. The book asserts that, contrary to most trends concerning the appropriation of psychoanalysis or Freirean techniques for teaching, Freirean pedagogy and Lacanian psychoanalysis are not purely “toolboxes” but profound epistemological and philosophical arguments. These arguments also combine to suggest a new socio-political conception of theology. In addition the book draws on examples from literature and popular culture to explicate certain ideas. In this regard the book primarily undertakes a reading of selected works by J.M. Coetzee.
With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished. This edition includes a substantial new introduction by Henry A. Giroux, University Chair for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy at McMaster University, Canada. Translated by Robert R. Barr.
Pedagogy in Process presents a first-hand account of the most comprehensive attempt yet to put into practice Paulo Freire's theory of education within a real societal setting. When Guinea Bissau on the West African coast declared independence in 1973 the rate of illiteracy in its adult population was ninety percent. The new government faced the enormous task of educating its citizens. With Freire as collaborator and advisor the government launched a huge grass-roots literacy campaign and this book is Freire's memoir of that campaign. Those familiar with Freire's work will identify his ongoing insistence on the unity between theory and practice, mental and manual work, and past and present experience. This is essential reading for anyone interested Freire's revolutionary ideas on education and the transformative power they hold when applied to society and the classroom. This edition includes a substantive introduction by Michael Apple who is Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin–Madison, USA.
