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Pedagogy of the oppressed / Paulo Freire; translated by Myra Bergman Ramos; with an introduction by Donaldo Macedo

Main Author Freire, Paulo, 1921-1997 Secondary Author Macedo, Donaldo, 1950
Ramos, Myra Bergman
Country Estados Unidos. Publication New York : Continuum, cop. 2000 Description 183 p. ; 23 cm ISBN 0-8264-1276-9 CDU 371.48 FREIRE
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Holdings
Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 371.48 FREIRE - F Available 376368
Total holds: 0

Enhanced descriptions from Syndetics:

First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm.

With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.

Tít. orig.: Pedagogía do oprimido

Table of contents provided by Syndetics

  • Introduction to the Anniversary Edition
  • Foreword
  • Preface
  • Chapter 1 The justification for a pedagogy of the oppressed
  • The contradiction between the oppressors and the oppressed, and how it is overcome
  • Oppression and the oppressors
  • Oppression and the oppressed
  • Liberation: not a gift, not a self-achievement, but a mutual process
  • Chapter 2 The "banking" concept of education as an instrument of oppressionâ€"its presuppositionsâ€"a critique
  • The problem-posing concept of education as an instrument for liberationâ€"its presuppositions
  • The "banking" concept and the teacher-student contradiction
  • The problem-posting concept and the supersedence of the teacher-student contradiction
  • Education: a mutual process, world-mediated
  • People as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human
  • Chapter 3 Dialogicsâ€"the essence of education as the practice of freedom
  • Dialogics and dialogue
  • Dialogue and the search for program content
  • The human-world relationship, "generative themes," and the program content of education as the practice of freedom
  • The investigation of "generative themes" and its methodology
  • The awakening of critical consciousness through investigation of "generative themes"
  • The various stages of the investigation
  • Chapter 4 Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation
  • The theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion
  • The theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis

Author notes provided by Syndetics

Paulo Freire is one of the most widely read educational philosophers and practitioners in the world today, except in the United States, where he remains relatively unknown to many in the educational community as well as the general public. Freire received international acclaim and notoriety with his first and best-known work, Pedagogy of the Oppressed, first published in English in 1970. His teachings draw much of their inspiration from a Marxist critique of society; for this reason he was forced into exile from his native Brazil in 1964, and his works were banned in many developing nations. His pedagogy for adult literacy has been implemented successfully in several African nations and has been the basis for literacy crusades in Nicaragua and other Latin American countries. His philosophical approach to education forms the basis for much of the critical theory work in education now taking place in the United States, Europe, and developing nations.

(Bowker Author Biography)

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