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Paulo Freire - Importance of the Act of Reading

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Sarah MacFarquhar

on 7 March 2012

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Transcript of Paulo Freire - Importance of the Act of Reading

Paulo Freire Born in Reclife, Brazil
Experience poverty as a child - this experience impacted his educational experience
“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" (Freire as qtd in Stevens, 2002) .
Most recognized written work "Pedagogy of the Oppressed"
Worked in collaboration with Deborah Britzman in the relm of Critical Pedagogy The Importance of the Act of Reading - Translated by Loretta Slover "Reading the world precedes reading the word, and the subsequent reading of the word cannot dispense with continually reading the world." - Pg 5 Purpose of the Article:
Consider ways which experiences itself through interactions with self and the world
Discussion of objects and experiences as text/words/letters
Discussion of growing awareness as a way of reading
"Act of reading literary texts is seen as a part of a wider process of human development and growth based on understanding both one's own experience and the social world." Pg. 5 Stages:
"The experience lived at a time when I did not yet read words." Pg. 6
World around him: family, environment, engagement of senses
"World...the arena of my perceptual activity...the world of my first reading" - Pg. 6
Relationship to things and objects - navigating by obeserving his family.
Discussion of Ghosts - development of "rationality"
Movement to "deciphering the word" - a natural flow Pause to Share:
Thinking about this first reading - can you recapture and share an experience during early childhood that was organically connected to your experience of the world around you? Especially as it engaged with your senses or relationship to objects and things? Stages:
Movement to school
Description of a teacher Eunice Vasconcellos
"With her, reading the word, the phrase, the sentence neverentailed a break with reading the world. With her, reading the word meant reading the word-world." Pg. 8 Pause to Share:
Can you describe a experience within a classroom where you felt the strong connection of reading as a word-world realtionship? Stages:
Young manhood
Personal experiences of reading the world and the word shaped his practice.
Engagement of student curiosity
Building the relationship with reading and understanding its underlying significance - in comparison to mechanical memorization.
Discussion of quantity without internalization of understanding. Pause to Share:
What methods would you, or have you, used to provide this experience of reading and building connections of meaning? Ideas to Engage with:
Student as the subject in the process of reading and writing
An act of knowing and a creative act
Role of the teacher within this context of learning
"Words should be laden with the meaning of the people's existential experience, and not of the teacher's experience." Pg. 10
Role of critical perception - more than "giving a written form to the popular spoken word" - allowing for understanding of meaning that can lead to a critical reading.
Counter-hegemony (Gramsci) Further questions:
If the role of reading our social context and world around us are so vital, what role does personal reflection play?
What would the teaching of literacy look like if it was organically developed with the individual student and their social reading of the world as the center?
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