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Pedagogy of freedom : ethics, democracy, and civic courage / Paulo Freire; translated by Patrick Clarke; foreword by Donaldo Macedo; introduction by Stanley Aronowitz

Main Author Freire, Paulo, 1921-1997 Secondary Author Aronowitz, Stanley
Clarke, Patrick
Macedo, Donaldo, 1950
Country Estados Unidos. Publication Lanham : Rowman & Littlefield Publishers, 2001 Description XXXII, 144 p. ; 22 cm Series Critical perspectives ISBN 0-8476-9047-4 CDU 37.013 371.48 FREIRE
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 37.013 - F Available 376365
Total holds: 0

Enhanced descriptions from Syndetics:

This volume looks at the territory of learning and activism, the essence of human life. This book shows why an engaged way of learning and teaching is central to the creation of the individual, culture and history. The author, Paulo Freire, finds in the emerging global society a new context in which education cannot be indifferent to the reproduction of dominant ideologies and the interrogation of them. Freire shows why an acceptance of fatalism leads to loss of personal and societal freedoms, he argues against progressive liberalsim and its acceptance of a world where poverty must inevitably coexist with opulence.

Table of contents provided by Syndetics

  • Translator's Notes (p. ix)
  • Foreword (p. xi)
  • Introduction (p. 1)
  • Chapter 1 Introductory Reflections (p. 21)
  • Chapter 2 There Is No Teaching without Learning (p. 29)
  • Methodological Rigor (p. 33)
  • Research (p. 35)
  • Respect for What Students Know (p. 36)
  • A Capacity to Be Critical (p. 37)
  • Ethics and Aesthetics (p. 38)
  • Words Incarnated in Example (p. 39)
  • Risk, Acceptance of What Is New, and Rejection of Discrimination (p. 41)
  • Critical Reflection on Practice (p. 43)
  • Cultural Identity (p. 45)
  • Chapter 3 Teaching Is Not Just Transferring Knowledge (p. 49)
  • Awareness of Our Unfinishedness (p. 51)
  • Recognition of One's Conditioning (p. 54)
  • Respect for the Autonomy of the Student (p. 59)
  • Common Sense (p. 60)
  • Humility, Tolerance, and the Struggle for the Rights of Educators (p. 64)
  • Capacity to Apprehend Reality (p. 66)
  • Joy and Hope (p. 69)
  • Conviction That Change Is Possible (p. 72)
  • Teaching Requires Curiosity (p. 79)
  • Chapter 4 Teaching Is a Human Act (p. 85)
  • Self-Confidence, Professional Competence, and Generosity (p. 85)
  • Commitment (p. 89)
  • Education as a Form of Intervention in the World (p. 90)
  • Freedom and Authority (p. 95)
  • Decision Making That Is Aware and Conscientious (p. 99)
  • Knowing How to Listen (p. 101)
  • Education Is Ideological (p. 112)
  • Openness to Dialogue (p. 120)
  • Caring for the Students (p. 124)
  • Notes (p. 131)
  • Index (p. 135)
  • About the Author (p. 144)

Reviews provided by Syndetics

Library Journal Review

In this work from a new publisher of scholarly books, the late Brazilian educator argues against "progressive" liberalism and its passive acceptance of a world where poverty and hunger coexist with affluence. The book is read by Julius Wong Loi Sing, a theology professor at Moody Bible Institute. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

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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