PAULO FRERIE

http://www.ivanvalente.com.br/CANAIS/especiais/paulofreire/artigos/Ana_Maria_Araujo_Freire_Nita.htm

By: Zeynep Belir

 Introduction to Paulo Freire
 He was born on September 19th 1921 and he died in
May 2 1997

 Paulo Freire is an renowned famous Brazilian leader of

education and philosopher, who advocated Critical
Pedagogy

 Critical pedagogy is an educational philosophy, which

includes a praxis-oriented social movement, that
promotes a learner to be conscious

 His best work consists of Pedagogy of the

Oppressed (1972) and The Politics of Education (1985)
 Pedagogy of the Oppressed (1972)
 Freire explains his beliefs about how the purpose of education is
‘Conscientization,’ which refers to having citizens enlightened about
inequalities. He believed that these inequalities are inherent in each
person’s social class and cultural identity. He believed that each person had
the power to make radical changes about issues that restrict their freedom.

 Freire explicitly applies his belief when teaching reading, as he suggests

that adults learn how to read by understanding powerful words in the text;
for example love, which can be communicated pragmatically to others in
the real world.

 Furthermore, he would have students “…create their own texts that express
their perceptions of the world they live in and the world they want to live in.”
(A. Glattorn, F. Boschee & B. Whitehead, pg. 88) Furthermore, Freire
stresses the importance of reading to be conscious of the inequalities that
people face in their lives. Overall, Freire stresses that learning to read will
not guarantee the jobs they hoped for.
 Freire’s philosophy of Pedagogy
 Freire advocates social justice and political change, as he was a pioneer of
critical literacy and critical pedagogy, as he stresses the philosophy of liberation

 He believes that educational change is effected by social and political structures

 He believes that cultural formations, social relations and cultural formations are
evolved through dialogues.

 He believes that one needs to become ‘literate,’ which is what Freire calls
‘Praxis.’ He refers to ‘Praxis’ as the meaning that circulates performs action and
is revised. This in turn, allows people to interpret politics, make sense of things
and have the determination to make change.

 “For Freire, the very protocols of literacy and the act of ‘coming to know’ must
themselves be transferred in order to make prominent place for issues of social
justice and the struggle for emancipation.”
(A. Ornstein, E. Pajak & S. Ornstein, pg. 22)
 Freire’s philosophy of Pedagogy
 Freire believes that ‘Critical Literacy’ is necessary to develop ‘Critical
Consciousness’ of people. This is especially the case for the poor, who need to
explore ways to find meaning and purpose in their lives. Therefore literacy is
needed to as a ‘process’ of participation.

 Friere developed literacy programs to empower the poor, so that they can find
jobs. He believed that people need to liberate themselves, by helping people
develop the language of critique and in regards to political and social concerns.
“Freire recognized that there is no way of representing the consciousness of the
oppressed that escapes the founding assumptions of the culture and society in
which the teacher of a cultural worker is implicated. (Freire, 1973, 1978, 1985,
1993a, 1993b, 1998a; Freire & Macedo, 1987 in A. Ornstein, E. Pajak & S.
Ornstein, pg. 23)

 Overall, educators who are inspired by Freire’s critical pedagogy, also believe
that the world is not reduced to a piece of text, but believe that one should seek
to make sense of these lived experiences. Therefore, Friere urges “…educators
to identify the aporias within their own philosophies of teaching and daily life.
(Freire, 1998a, 1998b in A. Ornstein, E. Pajak & S. Ornstein, pg. 23)
 Freire’s Influence on North American
Critical Pedagogy
 Friere has influenced our understanding of pedagogy, as his
sincere efforts to advance teaching and learning approaches,
derives from the need to have educators incorporate ‘mind’ and
‘body,’ and a transformative praxis on the basis of social
critique.

 “Freire’s work has unarguable been the driving force behind

critical pedagogy. Critical pedagogy is a way of thinking about,
negotiating, and transforming the relationship among
classroom teaching, the production of knowledge, the
instructional structures of the school, and the social and
material relations of the wider community, society and national-
state.” (McLaren, 1993, 1997a; McLaren & Lankshear, 1994, in
A.Ornstein, E.Pajak, B.Ornstein).
Freirean-inspired ‘critical’ pedagogy - North America

 In light of Freirean-inspired ‘critical’ pedagogy, one

can immediately recall the important key issues
studied during the B.Ed, M.T., M.Ed. TESOL, Ph.D
and other Teacher Education Preparation Programs.
 As a result, teachers will recall the importance of
implementing ‘equity education’ through
‘progressive’ and ‘critical’ teaching philosophies, in
order to eliminate inequalities
 For example, the Ontario curriculum and policies
established by the Ministry of Education incorporate :
E.g. anti-sexist, anti-racist, and anti-homophobic
curricula (pg.24, A.Ornstein, E.Pajak, B.Ornstein)
 Freirean-influenced ‘theoretical’ developments – North America

 Moreover, Freirean- inspired ‘critical pedagogy,’

has also influenced numerous ‘theoretical’
developments, as described on page 24, Contemporary Issues
In Curriculum, 5th ed, 2011 (A.Ornstein, E.Pajak, B.Ornstein)
1. Critical Literacy (Macedo, 1994; Lankshear &
McLaren, 1993)
2. Sociology of Knowledge (Giroux & McLaren 1989)
3. Frankfurt school of critical knowledge
(Giroux, 1983; McLaren & Giarelli, 1995)
4. Adult education (Hall, 1998)
5. Feminist Theory
(Weiler, 1988; Gore, 1993; Lather 1991; Ellsworth, 1989)
 Freirean-influenced ‘theoretical’ developments
cont’d– North America
6. Bilingual and Bicultural Education (Moraes, 1996;
Darder, 1991; Wink, 1997; Cummins 1989)
7. Teacher Education (McLaren, 1993)
8. Postmodernism and Poststructuralism Debate
(Kincheloe, 1993; Kanpol, 1992; Aronowitz & Giroux, 1991; Giroux &
McLaren, 1989; McLaren, 1995);
9. Cultural Studies (Giroux & McLaren, 1994; Kincheloe, 1993;
Giroux, Lankshear, McLaren & Peters, 1996)
10. Multiculturalism (Sleeter & McLaren, 1995; McCarthy 1988)
 As a result, we see that ‘Freirean pedagogy,’ has
influenced our critical approaches towards teaching and
learning across all theoretical, pedagogical and
curriculum developments.
Power of Love – Why Freire is
different from other leftist educators?
Freire believes in love for humanity, that opens the
channel for ‘dialogue,’ which is the driving force for
all critical pedagogies, focusing on improving the
quality of life for everyone, regardless of gender,
ability, socio-economic status, abilities, religion,
race, ethnicity and political beliefs.

“Because love is an act of courage, not of fear, love

is commitment to others. No matter where the
oppressed are found, the act of love is commitment
to their cause – the cause of liberation.”
(pg.29, A.Ornstein, E.Pajak, B.Ornstein)
Critical Question - for the class to consider
In light of all the oppression / inhumanity that has occurred around the world**,
how can we incorporate Freire’s urge for ‘critical pedagogy’ through his
believe in ‘love for humanity,’ and the need for ‘dialogue’ when
implementing the Ontario curriculum in light of ‘eliminating inequalities’
and implementing ‘equity education?’

 **When answering this question, please keep in mind that Ornstein makes
reference to the oppressive / inhumane / unfortunate events that have
occurred around the world, as he discusses them in Chapter 8 ‘Critical
Issues in Teaching,’ in Contemporary Issues In Curriculum. This is an
additional book to our required text, which I signed out from OISE library; I
will provide a brief overview of the issues he discusses:

 “…concentration camps of Auschwitz and Maidenek; Serbian ethnic conflict;

Kosovo; Rwanda; Nanking; Pearl Harbour; Vietnam; World Trade Centre;
Hiroshima; treatment of Native Americans, Aboriginals and African
Americans, Holocaust, etc…” (Ch.8, pages, 81-93, Contemporary Issues In
Curriculum, 5th ed, 2011
(A.Ornstein, E.Pajak, B.Ornstein)
 Recommended strategies for
developing ‘Critical Pedagogy’
Teacher Professional Development Workshops:

 I would highly recommend taking part in Teacher Professional

Workshops or Seminars through Facing History and Ourselves –
FHAO. This is an organization which helps educators learn the skills
for ‘nurturing democracy,’ and combating ‘racism, antisemitism, and
prejudice.’ Please feel free to visit their website: http://www.facing.org/

 You may also obtain more information about FHAO or similar types of
workshops from Prof. Margaret Wells at OISE, who is highly
knowledgeable in this field.

 Moreover, I would also recommend taking part in ‘Educating for Peace

and Justice’ workshops offered at OISE:
http://www.oise.utoronto.ca/ss/UserFiles/File/Educating_for_Peace_an
d_Justice_2013_program_web_version.pdf
 LINK TO VIDEO
Time to Watch a Short Clip 
http://www.youtube.com/watch?v=pVz_AOFuZ_E

http://vitalvereador.wordpress.com/2011/09/25/90-anos-do-educador-paulo-freire/
 Bibliography
Books*: Curriculum, Critical Pedagogy, Diversity, Leadership, Justice Education
*The following are books I signed out on Sept 9th, from OISE Library, in regards to my foundational
figures project and personal areas of interest about curriculum:

 1. Ball, Arnetha F., 1950 - Studying diversity in teacher education (370.711 S9333)

 2. Darling-Hammond, Linda, 1951- Teacher education around the world: changing policies
and practices (370.711 T2537)

 3. Glatthorn, Allan A., 1924 - Curriculum leadership: strategies for development and
implementation (375.001 G549C 2009)

 4. Law, Hau-fai Edmond. Schools as curriculum agencies: Asian and European perspectives
on school-based curriculum development (375.001 S732)

 5. Nauman, Ann K. (Ann Keith) Curriculum development: perspectives from around the world
(375.001 C97698)

 6. Oliva, Peter F. Developing the curriculum (375.001 O48D 2013)

 7. Ornstein, Allan C. Contemporary issues in curriculum (375.001 C761 2011)

 Bibliography
Books Continued*: Curriculum, Critical Pedagogy, Diversity, Leadership, Justice Education
*The following are books I signed out on Sept 9th, from OISE Library, in regards to my foundational figures project and
personal area of interest:

 8. Pedagogy of the Oppressed (1972) & The Politics of Education (1985) by Paulo Freire, in Contemporary Issues In
Curriculum, (A.Ornstein, E.Pajak, B.Ornstein) (375.001 C761 2011)

 9. Ornstein, Allan C. Curriculum: foundations, principles, and issues (375.001 o74C 2004)

 10. Parker, Joe, 1956 - Interdisciplinarity and social justice: revisioning academic accountability (375.001 i61)

 11. Zeichner, Kenneth M. Teacher education and the struggle for social justice (370.711 Z45T)

Online Scholarly Link:

 13. Education, Empowerment, Transformation - freire institute: http://www.freire.org/paulo-freire/

Picture references
 14. PAULO FREIRE: 90 ANOS DO EDUCADOR

http://vitalvereador.wordpress.com/2011/09/25/90-anos-do-educador-paulo-freire/
 
 15. Paulo Friere Vive! Hoje, dez anos depois…

http://www.ivanvalente.com.br/CANAIS/especiais/paulofreire/artigos/Ana_Maria_Araujo_Freire_Nita.htm

Video reference
 16. Paulo Freire

http://www.youtube.com/watch?v=pVz_AOFuZ_E