(Re)discovering Pedagogy of the Oppressed

This article chronicles a crisis of alignment regarding Critical Pedagogy due to the top-down power structures of White authority that is pervasive in the theory’s North American academic environment. Contesting the often touted “radical” or “revolutionary” nature of Critical Pedagogy in higher education spaces, the author questions his relationship with Paulo Freire’s work, Pedagogy of the Oppressed, ultimately abandoning the content of writing over the way the theory/philosophy is lived in academia. Through the lived experience of engaging with community in the James Bay Cree territories and Malawi, the question is asked as to who owns Freire’s rebellious call to action.

Freirismo, desigualdad social y educativa

Este artículo pretende dar respuesta a las siguientes cuestiones: ¿Por qué el presidente de Brasil, J. Bolsonaro, criticó la presencia de freiristas en la universidad? ¿Qué enuncia el freirismo que merezca el reproche de la primera autoridad de la república?¿Por qué sobrevive el freirismo? Para ello, se elabora un argumento genera, a partir de pruebas matemáticas, que pone el acento en la vigencia y en la centralidad de la desigualdad educativa, que Freire ya había desvelado y denunciado en la expresión de “pedagogía del oprimido”. This article seeks to answer the following questions: Why did the president of Brazil, J. Bolsonaro, criticize the presence of Freiristas in the university? What does Freirismo say that deserves the reproach of the first authority of the republic? Why does Freirismo survive? To this end, an argument is developed, based on mathematical proof, that emphasizes the validity and centrality of educational inequality, which Freire had already revealed and denounced in the expression “pedagogy of the oppressed”.

A infância como o outro libertador

his paper aims at analysing the conception of Otherness in Freire in order to understand the relations with childhood and the liberation from oppression. For that, we raised the following question: What contribution can Freire’s conception of the Other make to understand childhood and liberation? The text follows a qualitative bibliographic methodology, whose contribution is the philosophical analysis, as part of our Master’s research project which has as its investigative focus the question of Other and humanizing education. As a theoretical framework, the works of Freire: Pedagogy of the Oppressed (1987); Pedagogia da Autonomia: saberes necessários à prática educative - Pedagogy of Autonomy: necessary knowledge for educational practice (2011) are used. In Freire’s proposal, childhood is a free and active subject of the educational process, which problematizes, dialogues and awakens adults from their domination and oppression. In addition, it generates the democratic process of world transformation.

Paulo Freire e o cristianismo da libertação: contribuição do conceito de visão social de mundo

The possibility of relating Paulo Freire’s pedagogical theory, especially his work Pedagogy of the oppressed, with Liberation Theology in Latin America, from the category of social worldview, as a concept of a certain tradition of Marxism that runs from Lucien Goldmann to Michael Löwy, is studied. In this proposal, understanding Christian liberation, not only as a social movement but also as a bearer of a given social worldview, allowed to understand Paulo Freire’s work as part of a social group that constitutes a complete and coherent significant totality, with explicit characteristics. The approach of this study had an interdisciplinary character, which associated Philosophy of Education, Sociology and Religious Studies. Inspired by the methodology of the Sociology of Knowledge, it is proposed that Freire’s biography only confirms some elements of his shared ethical-critical options, which can be deepened with subversive potential.

Freire’s Christian Pedagogy in the Professional Narrative of UK Youth Work

This article celebrates the 50th anniversary of Paulo Freire’s Pedagogy of the Oppressed. It responds to the current youth work environment within the UK by examining the differing attitudes and treatment of Freire and his pedagogy within this melded arena. It reveals youth ministry’s and Christian faith-based youth work’s limited engagement with Freire and explains the secularisation of his ideas within the wider youth work field, how they were isolated from his faith, subjugated to the work of Carl Rogers and latterly rebranded as secular Marxist. In contrast, this piece suggests that Paulo Freire’s work should be recognised as a pedagogy drawn from his Christian faith. It concludes by relating his work to Liberation Theology and introduces an interpretation of conscientização as a Christian pedagogy. While Anglo-centric it aims to motivate a discussion amongst Christian faith-based youth workers around the globe, particularly those who contend with the secularisation of Freire’s work.