scholarly journals Marxist and Personalist influences in Paulo Freire’s pedagogical anthropology

2021 ◽  
Vol 38 ◽  
pp. 68-82
Author(s):  
Nicolò Valenzano
Keyword(s):  
Civic Engagement ◽  
Latin American ◽  
Paulo Freire ◽  
Marxist Philosophy ◽  
Point Of Entry

Paulo Freire was profoundly influenced by Marxist philosophy and Mounier’s personalism, both in terms of civic engagement, particularly in the constant search for practices of human emancipation, and in specific aspects of his thinking. In this paper, I focus on the legacy of both in Freire’s pedagogical anthropology by drawing from the idea that, in Freire’s works, the point of entry to pedagogical problems is anthropological. In the second and third sections of the paper, I focus on how Freire met Marx and highlight the link between the two thinkers. In the fourth and fifth sections, I analyse the legacy of Latin American personalism in Freire’s pedagogical anthropology. In conclusion, I argue that the originality of Freire’s thinking and its relevance stem from how he mixed the two traditions.

Latinx Curriculum Theorizing

2021 ◽  
Author(s):  
Ganiva Reyes
Keyword(s):  
Critical Race Theory ◽  
Education Reform ◽  
Latin American ◽  
Feminist Philosophy ◽  
Critical Race ◽  
Power Structures ◽  
Race Theory ◽  
Early 21St Century ◽  
Point Of Entry ◽  
Curriculum Theorizing

Latinx curriculum theorizing is a constellation of curriculum scholarship rooted in the histories, knowledges, and everyday lives of peoples from across the Latin American diaspora. It is a framework that pushes back against demonizing stereotypes, caricatures, and colonial generalizations of an entire diaspora. Born out of resistance and liberation, it comes from the histories and practices of Latinx peoples in creating counternarratives, education reform, and activism. Specifically, Latinx curriculum theorizing includes the following: (a) Latinidad as a collective point of entry, (b) Latinx as a term, (c) history and circumstance as curricular knowledge, (d) counternarratives and testimonio as curriculum theorizing, (e) cultural knowledges of Latinx students and community as theory, (f) cultural knowledges of Latinx teachers, and (g) Latinx communities generating critical pedagogies and education initiatives. Latinx curriculum theorizing draws from a variety of Latinx philosophical traditions, including critical race theory, Latina feminist philosophy, Latinx and Chicanx studies, and various strands of Latin American, Continental, Caribbean, and Africana philosophy. While scholars who do Latinx curriculum theorizing are trained in theories such as critical race theory, feminist theory, and post- and decolonial theories, because of the subject matter and the people, this framework is the next step up in putting such foundational theories into conversation with one another. It is therefore a newly emerging framework, in the early 21st century, because it draws upon all these perspectives to account for a very transitionary, contradictory, and messy Latinx experience. What makes something distinctly Latinx curriculum is an engagement with a state of transition and liminal spaces, both pedagogically and epistemologically, with the varied and multilayered trajectories of Latin American-origin realities. Far from being a monolithic and static framework, Latinx curriculum theorizing is itself malleable, contested, and in transition. Just as Latinx itself is a contested term within academic and activist spaces, Latinx curriculum theorizing is a point of contestation that makes it a framework with porous boundaries that can explain and even redefine the Latinx educational experience. As such, Latinx curriculum lends itself to nuanced analysis and praxis for issues of gender, sexuality, ethnicity, language, migration, racial hierarchies, and colonial legacies. This type of curriculum theorizing also points to power structures from multiple social locations and offers pathways for social change and liberation.

scholarly journals En híbrida mezcolanza: Exile and Cultural Anxiety in Alirio Díaz Guerra’s Lucas Guevara

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Jeffrey Browitt
Keyword(s):  
United States ◽  
New York ◽  
Latin American ◽  
The United States ◽  
The Novel ◽  
Implied Author ◽  
Point Of Entry ◽  
Class Anxiety ◽  
Materialistic Values ◽  
Latin American Immigration

The novel Lucas Guevara, written by the Colombian exile, Alirio Díaz Guerra, was first published in New York in 1914. It is considered to be the earliest novel about Latin American immigration to the United States written in Spanish. This fact alone merits its study. A second edition was published in 2001 along with a critical-biographical introduction, which presents the novel as the precursor of a developing genre of Hispanic immigrant literature centred on the naïve Latin American migrant who arrives in the United States inspired by the opportunities which the metropolis supposedly affords, but who nevertheless suffers a series of misfortunes because of the inability to adapt to the new culture. On the level of overt content, the novel is a lachrymose, stereotypical and conventional denunciation of the supposed evils of an amoral US society and the libertine and materialistic values underpinning it. But on a much deeper level, a picture emerges of Díaz Guerra himself as a displaced, disenchanted intellectual exile who suffers (or has suffered) an acute cultural and class anxiety in the transition from a patrician Arcadia to the heart of capitalist, industrial modernity. Through a reading of the narrative voice, and by extension the implied author, we witness his difficult coming to terms with a highly-charged New York society (in comparison to his homeland), not only because of the sexual liberation brought on by secular modernization, but also because of the close proximity of volatile, eroticised bodies on the over-crowded Lower East Side of New York, the scene of the novel and Díaz Guerra’s point of entry into the United States. The novel also provides an occasion to contrast how Díaz Guerra deals with the condition of exile, in contrast to that most emblematic of Latin American political refugees, José Martí.

scholarly journals Por uma pedagogia decolonial na América Latina: Convergências entre a educação popular e a investigação-ação participativa

2018 ◽  
Vol 26 ◽  
pp. 84
Author(s):  
João Colares da Mota Neto
Keyword(s):  
Latin America ◽  
Action Research ◽  
Participatory Action Research ◽  
Latin American ◽  
Social Scientist ◽  
Popular Education ◽  
Paulo Freire ◽  
Participatory Action ◽  
America Latina ◽  
Decolonial Pedagogy

The article analyzes possibilities of convergence between popular education and participatory action research, taking as a reference the thought of the Brazilian pedagogue Paulo Freire and the Colombian social scientist Orlando Fals Borda. In particular, it examines these convergences in order to identify elements for the constitution of a decolonial pedagogy in Latin America. It is a research inserted in the field of the comparative history of Latin American social thought, using as primary sources several works of Paulo Freire and Orlando Fals Borda. The article defends the argument that the convergence between popular education and participatory action research is one of the most fruitful, creative and instigating intellectual contributions ever produced in Latin America, capable of pointing to a decolonial pedagogy that confronts intellectual colonialism, Pedagogical traditionalism and the authoritarianism of modern-colonial science. 

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 Pensamento/ação freiriano: pistas para uma epistemologia descolonial que cimente uma Ecologia Humana contra-hegemônica

2021 ◽  
Vol 16 ◽  
pp. 1-15
Author(s):  
Maria Elizabeth Souza Gonçalves ◽  
Luciano Sergio Ventin Bomfim
Keyword(s):  
Literature Review ◽  
Environmental Justice ◽  
Latin American ◽  
Human Ecology ◽  
Social Cognitive ◽  
Paulo Freire ◽  
Historical Time ◽  
Latin American Intellectuals

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.

Paulo Freire and the New Latin American Pedagogical Imaginations

2019 ◽  
pp. 156-172
Author(s):  
Adriana Puiggrós ◽  
Gustavo Fischman ◽  
Julie Thompson
Keyword(s):  
Latin American ◽  
Paulo Freire

Latin American Perspectives on Participatory Methodologies in Educational Research

2019 ◽  
Author(s):  
Danilo Romeu Streck ◽  
Telmo Adams
Keyword(s):  
Latin America ◽  
Social Science ◽  
Educational Research ◽  
20Th Century ◽  
Latin American ◽  
Popular Education ◽  
Paulo Freire ◽  
Research Practices ◽  
The Caribbean

Since the second half of the 20th century, research practices in social science and the humanities in Latin America and the Caribbean have been developed alongside criticisms of positivist methodologies. Some of the main interventions are reviewed by scholars such as Orlando Fals Borda, João Bosco Guedes Pinto, Michel Thiollent, Paulo Freire, Carlos Rodrigues Brandão, and Oscar Jara. Participation is central to all of these, but each contain nuances that must be identified, explained, and analyzed. Furthermore, these interventions relate to the field of popular education or, more broadly, to practices associated with critical educational proposals.

Environmental Education in Brazil and the Influence of Paulo Freire

2020 ◽  
Author(s):  
Marcos Reigota
Keyword(s):  
Environmental Education ◽  
Latin American ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
The Political ◽  
Political Movement ◽  
Political Dimension ◽  
Political Processes ◽  
The World ◽  
Freirean Pedagogy

In Brazil and around the world, the ideas of Paulo Freire have impacted the field of environmental education, at least since the 1970s. It is possible to observe and associate the influence of Paulo Freire, when environmental education emphasizes the political dimension of any and all pedagogic activity, as he so emphatically stated. Another central aspect of Freirean influence relates in particular to the objective that environmental education should make “participation” possible, as advocated by the first documents produced and disseminated by UNESCO. Although the topic of environmentalism, in its best-known sense and definition of the protection of nature and natural resources, was not initially at the core of his pedagogical thinking, a strong concern with the theme can be seen traversing his work in the 1990s. In this sense, the international academic institutionalization of environmental education and the support that this pedagogic and political movement received after the United Nations Conference on Environment and Development, held in Rio de Janeiro in 1992, was crucial for consolidation by means of public policies and projects elaborated by NGOs as well as by the theoretical production and curricular changes that took place in universities around the world, with different thematic priorities, theoretical and methodological focuses, and impact on the population and on the natural and social environment. Since 2009, especially in Brazil and other Latin American countries, dissertations and theses have leaned toward this production, identifying and analyzing the increase of Freirean pedagogy in connection with environmental education, defined as “the political education of citizens.” Political actions in everyday pedagogical practices for social and environmental justice, alongside various other rights (e.g., cultural), are urgent issues to address. The connections between environmental education and Freirean pedagogy have contemporized both, as they clarify the central arguments of Paulo Freire’s political and pedagogic thought, which reaffirmed throughout his extensive production that access to education is a universal right, and that it is by means of education (including the environmental dimension) that political processes for the construction of just, democratic, and sustainable societies are solidified.

Affectionate Mothers and the Colossal Machine: Feminism, Social Assistance and the State in Uruguay, 1910-1932

2001 ◽  
Vol 58 (1) ◽  
pp. 121-139 ◽  
Author(s):  
Christine Ehrick
Keyword(s):  
Welfare State ◽  
Latin American ◽  
Catholic Church ◽  
Public Assistance ◽  
Social Assistance ◽  
The State ◽  
Liberal Feminism ◽  
Point Of Entry ◽  
History Of ◽  
The Right

In 1910, the Uruguayan Public Assistance Law established the concept of universal poor relief, declaring that “anyone … indigent or lacking resources has the right to free assistance at the expense of the state.” Nothing better than this law qualifies Uruguay for its distinction as the ‘first welfare state’ in Latin America. As in other countries, much of the first social assistance legislation targeted poor women and children and relied on elite women for much of its implementation. In the Uruguayan case, the primary intersections between public assistance and private philanthropy were the secular “ladies’ committees” (comités de damas), charitable organizations without direct ties to the Catholic Church. These organizations were also an important catalyst for liberal feminism in Uruguay, whose chronology—from the foundation of the National Women's Council in 1916 through the women's suffrage law of 1932—closely parallels the history of the early Uruguayan welfare state. Following a discussion of the formation of the National Public Assistance and its significance for class and gender politics in Uruguay, this article will summarize the evolving relationship between the Uruguayan social assistance bureaucracy and one of these groups, theSociedad“La Bonne Garde,” an organization that worked with young unmarried mothers. It then discusses how a formal and direct relationship with the state helped make the Bonne Garde and other groups like it a principal point of entry for many elite women in the early phases of Uruguayan liberal feminism. Finally, this article shows how processes set in motion in the 1910s resulted in a relative marginalization of elite women from both state welfare and organized liberal feminism in the 1920s. Through an examination of the history of these ladies’ committees, we gain new insight into both welfare state formation in its earliest Latin American example as well as some of the elements and circumstances which helped shape liberal feminism in Uruguay.

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