The Paulo Freire System

2021 ◽  
Vol 8 (2) ◽  
pp. 270-292
Author(s):  
Carlos Alberto Torres
Keyword(s):  
Public Education ◽  
Popular Education ◽  
Paulo Freire ◽  
First Century ◽  
Critical Hermeneutics ◽  
Adult Educator ◽  
Literacy Training ◽  
The Sixties ◽  
History Of ◽  
Education In Brazil

Abstract This article discusses the origins and structure of what for the lack of a better term I will call the ‘Paulo Freire System’. Focusing on the historical experience of Angicos which catapulted Freire to world fame as an adult educator, a major claim of this article is that Freire’s work was a much more ambitious and revolutionary project than transforming adult education and literacy training becoming another landmark in the history of popular education in the region. The Angicos experience connecting public education with popular culture, the system that Freire and associates imagined in the sixties aimed for a profound and revolutionary transformation of public education in Brazil. With his exile in 1964, popular education becomes a model that could deeply affect public education worldwide. Represented theoretically in the pages of Pedagogy of the Oppressed, a pedagogical classic of the twenty first century, education is for Freire critical hermeneutics, addressing the dilemmas of citizenship building with a postcolonial ethics.

The Vanishing Middle Class

2018 ◽  
Author(s):  
Peter Temin
Keyword(s):  
Public Schools ◽  
Public Education ◽  
First Century ◽  
Criminal Justice Education ◽  
Dual Economy ◽  
Policy Debates ◽  
American Tradition ◽  
History Of ◽  
History Of Race ◽  
American Economy

This book analyses the American economy in the twenty-first century as a dual economy in the spirit of W. Arthur Lewis. Adapting the subsistence and capitalist sectors characterized by Lewis, the American dual economy contains a low-wage sector and a FTE (Finance, Technology, and Electronics) sector. The transition from the low-wage to the FTE sector is through education, which is becoming increasingly difficult for members of the low-wage sector because the FTE sector largely abandoned the American tradition of quality public schools and universities. Policy debates about public education and other policies that serve the low-wage sector often characterize members of the low-wage sector as black even though the low-wage sector is largely white. The model of a modern dual economy and the American history of race relations explain difficulties in both current politics and governmental actions in criminal justice, education, infrastructure and household debts.

scholarly journals A fenomenologia como fundamento filosófico da Pedagogia Libertadora: uma análise histórico-crítica da teoria de Paulo Freire

2019 ◽  
Vol 12 (2) ◽  
pp. 292
Author(s):  
Robson Machado
Keyword(s):  
Public Education ◽  
Critical Analysis ◽  
Historical Materialism ◽  
Popular Education ◽  
Paulo Freire ◽  
Marxist Philosophy ◽  
Philosophical Foundation ◽  
Social Formation ◽  
New School ◽  
Intellectual Production

 Com o avanço das forças neoconservadoras e neoliberais no âmbito da educação pública brasileira, os ataques e as tentativas de interdição da Pedagogia Libertadora e do legado de seu precursor, o professor Paulo Freire, têm se tornado cada vez mais frequentes. Sob ameaça, a teoria pedagógica humanista e progressista de Freire tem sido, equivocadamente, associada ao marxismo. Este artigo tem como objetivo apresentar os pressupostos teórico-filosóficos da Pedagogia Libertadora, bem como as implicações de tais pressupostos no método didático-pedagógico de Paulo Freire. Para isso, destaca sua relação com a fenomenologia, com o existencialismo cristão e com a dialética idealista. Expõe divergências entre o ideário libertador e a filosofia marxista, contrapondo suas perspectivas ontológicas e epistemológicas. No que diz respeito ao método libertador, analisa-o a partir da compreensão de seu desenvolvimento ao longo da produção intelectual de Freire e evidencia sua relação com a Escola Nova. Toma como referencial teórico-metodológico o materialismo histórico dialético, pois o conjunto de ideias existentes em uma dada formação social, dentre elas as ideais pedagógicas, são determinadas pela produção material da vida.Palavras-chave: Contra-Hegemonia. Educação Popular. Marxismo.The phenomenology as a philosophical foundation of Pedagogia Libertadora: a historical-critical analysis of the theory of Paulo FreireABSTRACTWith the advancement of neoconservative and neoliberal forces within Brazilian public education, the attacks and attempts of interdiction of the Pedagogia Libertadora and the legacy of its precursor, teacher Paulo Freire, have become increasingly frequent. Under threat, Freire humanist and progressive pedagogical theory has been mistakenly associated with Marxism. This article aims to present the theoretical-philosophical assumptions of the Pedagogia Libertadora, as well as the implications of such assumptions in the didactic-pedagogical method of Paulo Freire. For this, it highlights its relation with phenomenology, with Christian existentialism and with the idealistic dialectic. It exposes divergences between the liberating ideology and the Marxist philosophy, opposing its ontological and epistemological perspectives. With regard to the liberating method, it analyzes it from the understanding of its development throughout the intellectual production of Freire and evidences its relation with the New School. It takes as a theoretical-methodological reference the dialectical historical materialism, since the set of ideas existing in a given social formation, among them the pedagogical ideals, are determined by the material production of life.Keywords: Counter-Hegemony. Popular Education. Marxism.La fenomenología como fundamento filosófico de la Pedagogía Libertadora: una análisis histórico-crítico de la teoría de Paulo FreireRESUMENCon el avance de las fuerzas neoconservadoras y neoliberales dentro de la educación pública brasileña, los ataques e intentos de interdicción de la Pedagogía Libertadora y el legado de su precursor, el maestro Paulo Freire, se han vuelto cada vez más frecuentes. Bajo amenaza, la teoría pedagógica progresista y humanitaria de Freire ha sido asociada erróneamente con el marxismo. Este artículo pretende presentar los supuestos teórico-filosóficos de la Pedagogía Libertadora, así como las implicaciones de tales supuestos en el método didáctico-pedagógico de Paulo Freire. Para ello, destaca su relación con la fenomenología, con el existencialismo cristiano y con la dialéctica idealista. Expone divergencias entre la ideología liberadora y la filosofía marxista, oponiéndose a sus perspectivas ontológicas y epistemológicas. Con respecto al método liberador, lo analiza desde la comprensión de su desarrollo a lo largo de la producción intelectual de Freire y evidencia su relación con la Nueva Escuela. Toma como referencia teórico-metodológica el materialismo histórico dialéctico, ya que el conjunto de ideas existentes en una formación social dada, entre ellas, los ideales pedagógicos, están determinados por la producción material de la vida.PALABRAS CLAVE: Contrahegemonía. Educación Popular. Marxismo.

scholarly journals Textual Erasures of Religion: The Power of Books to Redefine Yoga and Mindfulness Meditation as Secular Wellness Practices in North American Public Schools

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Candy Gunther Brown
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Stress Reduction ◽  
North American ◽  
Mindfulness Meditation ◽  
First Century ◽  
Religious Practices ◽  
Health And Wellness ◽  
Religious Traditions ◽  
History Of

This essay argues that books, broadly defined to include print and internet publications, played a crucial role in the cultural mainstreaming, including adoption by public schools, of non-Christian religious practices such as yoga and meditation. Promotional books, tactically and ironically, played on the textual bias of Christianity, and especially Protestantism, to re-brand practices borrowed from religious traditions such as Hinduism and Buddhism, as scientific techniques for exercise and stress-reduction, thereby reintegrating religion into public education. The essay begins with a brief history of religion in U.S. and Canadian public education, explains the textual bias of North American assumptions about religion, and analyzes how twentieth-century promoters of practice-centered religions tactically wielded books to increase public acceptance of non-Christian religious practices. The essay focuses on two twenty-first-century examples of religion-based, textually mediated public-school curricula: the Sonima Foundation’s Health and Wellness program of Ashtanga yoga and The Hawn Foundation’s MindUP program of mindfulness meditation.

scholarly journals Educação do Campo como expressão do legado de Paulo Freire: educar para a liberdade na licenciatura por meio da Pedagogia da Alternância e do Projeto de Estudo Temático

2021 ◽  
Vol 16 ◽  
pp. 1-19
Author(s):  
Sara Ferreira de Almeida ◽  
Daiane Cenachi Barcelos ◽  
Danila Ribeiro Gomes
Keyword(s):  
Indigenous People ◽  
School Context ◽  
Popular Education ◽  
Paulo Freire ◽  
The Political ◽  
Political Struggle ◽  
The People ◽  
Education In Brazil

Countryside education in Brazil is a demand and result of the political struggle undertaken by the people who work and fight for the land, such as quilombolas, riverside dwellers, forest people, indigenous people, peasants, landless people, among others. Its origin and theoretical and methodological assumptions have roots in the field of Popular Education formulated in Brazil, with Paulo Freire as its main reference. In the school context, Countryside Education uses pedagogical instruments that enable the education of critical subjects capable of promoting transformations in their territories. This paper reflects on two of these instruments, Alternation and Thematic Study Project, focusing on the results of their articulation in the Teaching Degree in Countryside Education at the Federal University of Viçosa. This study highlights the influence of Paulo Freire’s legacy on the education of countryside teachers from a liberating perspective.

scholarly journals Paulo Freire e a educação popular em Timor-Leste: uma história de libertação

2017 ◽  
Vol 10 (1) ◽  
pp. 76
Author(s):  
Samuel Penteado Urban
Keyword(s):  
Political Action ◽  
Popular Education ◽  
Paulo Freire ◽  
Vice President ◽  
Educational Process ◽  
East Timor ◽  
Political Awareness ◽  
Short Period ◽  
Timor Leste ◽  
History Of

Timor-Leste é considerada a primeira democracia a se estabelecer como tal no século XXI, sendo que seu passado foi marcado por invasões: Portugal (1515-1975), num primeiro momento e Indonésia (1975-1999) num segundo. Num primeiro momento, com o processo de colonização português, muito pouco se fez para Timor, principalmente ao que se refere a educação, sendo esta uma ação política. Com a invasão indonésia em 1975, após o curto período de independência, foi-se muito investido na construção de escolas, desde a educação infantil até o ensino superior, baseando-se no ensino ideologicamente integracionista. Internamente a luta pela restauração da independência, a Educação foi uma das armas para que assim Timor conquistasse a restauração da independência em 2002. Através da Frente de Timor-Leste Independente (FRETILIN), iniciouse um processo de Educação Popular que teve grande infl uência de Paulo Freire. Esse processo educativo, ligado à conscientização política, baseou-se no conhecimento cotidiano dos próprios educandos e num ensino contextualizado as necessidades da luta. Desta forma, pretendeuse realizar apontamentos acerca da Educação Popular em Timor-Leste, levando em conta a infl uência de Paulo Freire, utilizando-se de material relacionado à história da educação em Timor-Leste e Educação Popular em Timor-Leste, além de entrevistas realizadas com o Professor Dr. Antero Benedito da Silva e com o sr. Alberto, vice residente do movimento social do campo de Timor denominada União dos Agricultores de Ermera (UNAER).Palavras-chave: Educação Popular. Paulo Freire. Timor-Leste.Paulo Freire and popular education in East Timor: a history of liberationABSTRACTEast Timor is considered the fi rst democracy to be established as such in the twenty-fi rst century and its past is marked for invasions: Portugal (1515-1975) at fi rst and Indonesia (1975-1999) in a second. At fi rst, the process of Portuguese colonization, very little has been done to Timor, mainly education which is a political action. After Indonesian invasion in 1975, after the short period of independence, it was-very invested in the construction of schools, from kindergarten to higher education, based on the integrationist ideological education. During this process, internally the struggle for restoration of independence, education was one of the weapons so that Timor conquered the restoration of independence in 2002. Through the Front of Independent East Timor (FRETILIN), began a process of Popular Education which had great infl uence of Paulo Freire. This educational process, linked to political awareness, was based on the everyday knowledge of their own students and a teaching contextualized the fi ghting needs. Thus, the aim was to make notes about the Popular Education in East Timor, taking into account the infl uence of Paulo Freire, using material related to the history of education in East Timor and Popular Education in East Timor, and interviews with Professor PHD Antero Benedito da Silva and with Mr. Alberto, the vice president of the social movement of the countryside Farmers Union of Ermera (UNAER).Keywords: Popular Education. Paulo Freire.East Timor.Paulo Freire y la educación popular em Timor Leste: una historia de liberaciónRESUMENTimor Oriental es considerada como la primera democracia que se establecerá como tal en el siglo XXI, y su pasado estuvo marcado por las invasiones: Portugal (1515-1975), en la primera e Indonesia (1975-1999) en un segundo. En un primer momento, el proceso de colonización portuguesa, muy poco se ha hecho para Timor, se refi ere principalmente a lo que la educación, que es una acción política. Con la invasión de Indonesia en 1975, después del breve período de independencia, se levanta muy invertido en la construcción de escuelas, desde preescolar hasta la educación superior, en base a la educación ideologicamente integracionista. Internamente, la lucha por la restauración de la independencia, la educación era una de las armas para que Timor conquistó la restauración de la independencia en 2002. A través del Frente de Timor Oriental Independiente (FRETILIN), se inició un proceso de educación popular que tuvo gran infl uencia de Paulo Freire. Este proceso educativo, vinculado a la conciencia política, se basó en el conocimiento cotidiano de sus propios estudiantes y una enseñanza contextualizada las necesidades de lucha. De este modo, se pretende llevar a cabo notas sobre la educación popular en Timor Oriental, usando el material relacionado con la Historia de la educación en Timor-Leste y Educación Popular en Timor Oriental, teniendo en cuenta la influencia de Paulo Freire, así como entrevistas con el profesor Dr. Antero Benedito da Silva y el Sr. Alberto, vice residente del campo de Timor movimento social denominado Unión de Agricultores Ermera (UNAER).Palabras clave: la educación popular. Paulo Freire. Timor-Leste.

scholarly journals Contributions of Paulo Freire for a Critical Data Literacy: a Popular Education Approach

2016 ◽  
Vol 12 (3) ◽  
Author(s):  
Alan Freihof Tygel ◽  
Rosana Kirsch
Keyword(s):  
Popular Education ◽  
Paulo Freire ◽  
Literacy Education ◽  
Data Literacy ◽  
Literacy Strategies ◽  
Critical Data ◽  
Oppressed People ◽  
Main Work ◽  
The World ◽  
Education In Brazil

Paulo Freire is the patron of education in Brazil. His main work - the Popular Education pedagogy - influences many educators all over the world who believe in education as a way of liberating poor oppressed people. One of the outcomes of Freire's work is a literacy method, developed in the 1960's. In this paper, we propose the adoption of elements of Freire's Literacy Method for use in a pedagogical pathway towards data literacy. After tracing some parallels between literacy education and data literacy, we suggest some data literacy strategies inspired on Freire's method. We also derive from it a definition for critical data literacy. 

Messy, Energetic, Intense: A Roundtable Conversation among New York's Asian American Experimental Filmmakers of the Eighties with Roddy Bogawa, Daryl Chin, Shu Lea Cheang, and Rea Tajiri

2020 ◽  
Vol 73 (3) ◽  
pp. 66-78
Author(s):  
Vince Schleitwiler ◽  
Abby Sun ◽  
Rea Tajiri
Keyword(s):  
New York ◽  
New York City ◽  
Asian American ◽  
York City ◽  
American Film ◽  
The Sixties ◽  
History Of

This roundtable grew out of conversations between filmmaker Rea Tajiri, programmer Abby Sun, and scholar Vince Schleitwiler about a misunderstood chapter in the history of Asian American film and media: New York City in the eighties, a vibrant capital of Asian American filmmaking with a distinctively experimental edge. To tell this story, Rea Tajiri contacted her artist contemporaries Shu Lea Cheang and Roddy Bogawa as well as writer and critic Daryl Chin. Daryl had been a fixture in New York City art circles since the sixties, his presence central to Asian American film from the beginning. The scope of this discussion extends loosely from the mid-seventies through the late nineties, with Tajiri, Abby Sun, and Vince Schleitwiler initiating topics, compiling responses, and finalizing its form as a collage-style conversation.

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