Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of Paulo Freire
Died: May 2, 1997 Paulo Freire He became interested in the working class while working with the Social Service of Industry (SESI) in the 1940s and 1950s (Roberts, 2007). During the 1960s Freire began developing a critical approach to literacy education and adult eduction. Born and educated in Brazil, Freire studied law. His plans for a nationwide literacy campaign was interrupted by a military coup that forced Freire into exile where he spent approximately five years in Chile (Roberts, 2007). Banking concept of education The student passively receives, files, and stores whatever knowledge the teacher sees fit to deposit into the students (Freire, 1972). The more passive, the more compliant, the better the student. The irony is that the more compliant, the less able they were to think independently. Following his stay in Chile, Freire spent about ten years in Geneva, Switzerland (Roberts, 2007). Freire is best known for his first book, Pedagogy of the Oppressed (1970). He was finally able to return to Brazil in 1980 (Roberts, 2007). It was in this text that Freire discussed the "banking concept of education" that has become so well known today. Freire served as Secretary of Education in Sao Paulo from 1989 to 1991 (Roberts, 2007). Students are "docile" learners (Freire, 1972). The educator "regulates, the way the world enters into the students" (Freire, 1972). The students adapt to a world in which they possess a "fragmented" view (Freire, 1972). http://www.tubechop.com/chop/aFWjnkFypFA Freire proposed a dialogical, problem-posing approach to education (Freire, 1970). Instead of a pedagogy of the oppressed, this critical approach offered a pedagogy of hope (Smith, 1997). Because of his work in changing education from passive reception to critical dialogue and participation, Freire is frequently cited by educators discussing critical literacy and education today (Gottesman, 2010). Freire and Critical Literacy Freire, P. (1970, 1993). Pedagogy of the oppressed. New York: Continuum.
Gottesman, I. (2010). Sitting in the waiting room: Paulo Freire and the critical turn in the field of education. EducationalStudies,46,376-399.doi: 10.1080/00131941003782429
Roberts, P. (2007). Ten years on: Engaging the work of Paulo Frieire in the 21st century. Studies in Philosophy and Education, 26, 505-508. doi: 10.1007/s112717-007-9061-3
Smith, M.K. (1997,2002). Paulo Freire and informal education. The Encyclopaedia of Informal Education. Retrieved from: http://www.infed.org/thinkers/et-freir.htm References