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Paulo Freire

Christine Moore UALR

Christy Moore

on 12 March 2014

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Transcript of Paulo Freire

Paulo Freire
The idea behind critical pedagogy is that if people are taught to think more critically and educators allow students to see the world for the reality of what it is, then this will allow for freedom and for people to act in ways to empower each other.
Critical Pedagogy
Au, W. (2007, November 1). Epistemology of the Oppressed: The Dialectics of Paulo Freire's Theory of Knowledge. JCEPS: Journal for Critical Education Policy Studies. Retrieved November 9, 2012, from http://www.jceps.com/index.php?pageID=article&articleID=100

Burbules, N. C., & Berk, R. (n.d.). Critical Thinking and Critical Pedagogy. College of Education Faculty | College of Education | U of I. Retrieved November 1, 2012, from http://faculty.education.illinois.edu/burbules/papers/critical.html

Donaldo Macedo. (n.d.). Freire Project . Retrieved November 10, 2012, from www.freireproject.org/content/donaldo-macedo

Freire, P. (1998). Pedagogy of freedom: ethics, democracy, and civic courage. Lanham: Rowman & Littlefield Publishers.

Gismondi, M. (1999, February 26). Aurora interview with Paulo Freire: Twenty Years Later: Similar Problems, Different Solutions. Reviews of Paulo Freire's Books. Retrieved November 1, 2012, from http://aurora.icaap.org/talks/freire.html

Kipp, P. (n.d.). Teachers as Cultural Workers: Letters to those who dare to teach. Reviews of Paulo Freire's Books. Retrieved November 1, 2012, from http://fcis.oise.utoronto.ca/~daniel_schugurensky/freire/pk.html

Smith, M. K. (n.d.). Paulo Freire and informal education. contents @ the informal education homepage. Retrieved November 3, 2012, from http://www.infed.org/thinkers/et-freir.htm

VanGorder, C. (n.d.). Paulo Freire's Pedagogy for the Children of the Opressor: Educating for Social Justice among the World's Privileged. Lesley Education Journals. Retrieved November 2, 2012, from www.lesley.edu/journals/jppp/13/PDF/VanGorderPDF.pdf

The image of Paulo Freire is by chhhh/flickr.com. It is reproduced under a Creative Commons Attribution-Non-Commercial-Share Alike 2.0 Generic licence. [http://www.flickr.com/photos/chhhh/2973802038/]
Develop a capacity for curiosity: model questioning, noticing, and risk taking
Develop dialogue: open-ended questions, extended exchanges, and the focus is on listening with intent to multiple perspectives, negotiating meaning, and developing ideas.
Develop researchers: research should be ongoing
Develop Reflection: students and teachers should reflect daily in writing to guide future action
How to I begin?
“…in the context of true learning, the learners will be engaged in a continuous transformation through which they become authentic subjects of construction and reconstruction of what is being taught, side by side with the teacher, who is equally subject to the same process.”
Paulo Freire
Pedagogy of Freedom (1998)
Implications for the Classroom Teacher
"Therefore, it is as necessary to be immersed in existing knowledge as it is t“o be open and capable of producing something that does not yet exist.”
Paulo Freire (1998)
Moving Towards Active Learning

" …the person in charge of education is being formed or re-formed as he/she teaches, and the person who is being taught forms him/herself in the process. In this sense teaching is not about transferring knowledge or contents. Nor is it an act whereby a creator-subject gives shape, style, or soul to an indecisive and complacent body. There is, in fact, no teaching without learning."

Paulo Freire (1998)
Move Away from Passivity
Paulo Freire lived from 1921-1997.
He was a Brazilian educator and one who sought to reform education and society by moving away from the traditional teaching approaches and moving towards a more progressive model.
He was an activist and education reformer.
Who was Paulo Freire?
Teaching and learning simultaneously for both teacher and student
Insatiable curiosity
Persistently and tenaciously searching for answers
“…and being courageously humble in the adventure.” Freire (1998)
Conditions of Critical Learning
Thinking critically allows people to see possibilities and not just accept the status quo.
Our democracy depends on literate, critically thinking citizens in order to make good decisions.
It is the way up and out of the poverty and gives people choices in life.
Why is Critical Pedagogy important for the world?
Christine Moore
University of Arkansas at Little Rock

Paulo Freire
The power of critical pedagogy to transform educational practices
"I prefer rebelliousness because it affirms my status as a person who has never given in to the manipulations and strategies designed to reduce the human person to nothing."
Paulo Freire (1998)
Agents of Change
Developing Dialogue
Observe these second graders engaged in dialogue in the next slide.
As teachers we are to take action and become agents of change.
Full transcript