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Paulo Freire

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Jillian Johnson

on 2 June 2016

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Transcript of Paulo Freire

Work Experience
Photos
Status Update
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1946: Director of Education at SESI
Participated in Movement for Popular Culture
1961: Appointed Director of Department of Cultural Extension of Recife University
1964: Imprisoned as a Traitor for 70 days
Exiled from Brazil
Worked 5 years in Chile for The Christian Democratic Agrarian Reform Movement
1967: "Education As the Practice of Freedom"
1969: Visiting Professor at Harvard
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Education
Enrolled in Law School at the University of Recife in 1943 where he also studied philosophy (phenomenology) and psychology of language
1959: "Present-day Education in Brazil"
About
Born 19 September 1921
Died 2 May 1997
Recife, Brazil
Status Update ~ Debrief
Paulo Freire
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Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator.

- Paulo Freire, Pedagogy of the Oppressed (1970)
Influences
Personal Experience
Created by Jillian Johnson and Kara Tyler

History
Influences
Pedagogy
Roles
Debrief
Lesson
Debrief
“I didn’t understand anything because of my hunger. I wasn’t dumb. It wasn’t lack of interest. My social condition didn’t allow me to have an education. Experience showed me once again the relationship between social class and knowledge”
Prebrief
Work Experience
1970:
Pedagogy of the Oppressed
1974: Worked in Geneva as Special Educational Advisor to The World Congress of Churches
1980: Returned to Brazil
Joined the Workers' Party in Sao Paulo
1980-1986: Supervised adult literacy project
1988: Appointed Minister of Education for the city of Sao Paulo
1991: Paulo Freire Institute Created
Awards
Honorary doctorates
King Balduin Prize for International Development
Prize for Outstanding Christian Educators with Elza
UNESCO 1986 Prize for Education for Peace
Paulo Freire Institute was created
Major Works
"Education For Critical Consciousness"
"Letters to Christina: Reflections on My Life and Work"
"Pedagogy and Process: The Letters to Guniea-Bisseau"
"Pedagogy of the City"
"Pedagogy of the Heart"
"Pedagogy of Hope: Reviving Pedagogy of the Oppressed"
"Pedagogy of the Oppressed"
"The Politics of Education: Culture, Power, and Liberation"
"We Make the Road By Walking: Conversations on Education and Social Change"
Collaborated with others on numerous other books
References
Elza Maia Costa de Oliveira
Community: Brazilian Political Infrastructure
Jonathan Kozol
John Dewey

Praxis
Generative Themes
Epoch
Easter Experience
Dialogue
Conscientization
Codification
Decodification
Pedagogy and Key Concepts
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Status Update ~ What Education Is Not
"In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing."

- Paulo Freire
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Critical Consciousness
Empower those in poverty
Question historical & social situations
Create a democratic society
Actively question, reflect, and change
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Status Update ~ Role of the Learner
Role of the Teacher
Assess Student Affect
Share Personal Experiences
Facilitate Authentic Dialogue
Be Active in the Community
Acknowledge the Voice of the Students
Continuously Reflect & Change
Delve Into Complexity
Share Personal Realities
Offer Opinions & Express Yourself
Think & Act Critically
Be Proactive in Learning
Fulfill Civic Duties

Bentley. (n.d.). A brief biography of paulo freire. Retrieved from Pedagogy & Theatre of the Oppressed, Inc. website: http://ptoweb.org/aboutpto/a-brief-biography-of-paulo-freire/

Bercaw, L. A., & Stooksberry, L. M. Teacher education, critical pedagogy, and standards: An exploration of theory and practice. Boone, NC: Appalachian State University.

Freire, P. (1970).
Pedagogy of the oppressed
. New York, NY: Continuum Publishing Company.

Freire, P. (1998).
Teachers as cultural workers.
Boulder, CO: Westview Press.

Freire Institute. (2014). Concepts Used By Paulo Freire. Retrieved from http://www.freire.org/paulo-freire/concepts-used-by-paulo-freire on July 2, 2014.

Gadotti, M. (1994). Reading paulo freire. Albany, NY: State University of New York Press.
What would you say is the biggest takeaway of Freire's beliefs about education?

How does the list we made at the beginning of class relate to Freire?
Full transcript