Aronowitz Stanley - Pedagogy of freedom: ethics, democracy, and civic courage
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- Book:Pedagogy of freedom: ethics, democracy, and civic courage
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This book displays the striking creativity and profound insight that characterized Freires work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.
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The late Paulo Freire of Brazilteacher, philosopher, and activistis widely regarded in the United States and elsewhere as one of the most influential educators of the twentieth century. He is the author of more than twenty books, which have been translated and sold widely throughout the world.
Jos Ortega y Gasset, The Revolt of the Masses (New York: Norton, 1932), p. 111.
Paulo Freire, The Politics of Education: Culture, Power, and Liberation (Westport, Conn.: Bergin & Garvey, 1985), p. 103.
Ibid.
Paulo Freire and Donaldo Macedo, Literacy: Reading the Word and the World (South Hadley, Mass.: Bergin & Garvey, 1987), p. 132.
Herb Kohl, Paulo Freire: Liberation Pedagogy in The Nation, 26 May 1997, p. 7.
Pepi Leistyna, The Fortunes of My Miseducation at Harvard Graduate School of Education in Tongue-Tying Multiculturalism: The Politics of Race and Culture in the Ivy League, ed. Donaldo Macedo, forthcoming.
Ibid.
Carry Nelson, Manifesto of a Tenured Radical (New York: New York University Press, 1997), p. 19.
Ibid.
Henry A. Giroux, Theory and Resistance: A Pedagogy for the Opposition (South Hadley, Mass.: J.F Bergin, 1983), p. 87.
Michael Schudson, Discovering the News: A Social History of American Newspapers (New York: Basic Books, 1978), p. 6.
Ibid.
For a comprehensive and critical discussion of scientific objectivity, see Donna Haraway, Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective, Feminist Studies 14 (1988): 575599.
Linda Brodkey, Writing Permitted in Designated Areas Only (Minnesota: Minnesota University Press, 1996), p. 10.
Ibid., p.8.
Ibid.
Roger Fowler et al., Language and Control (London: Routledge & Kegan Paul, 1979), p. 192.
Greg Myers, Reality, Consensus, and Reform in the Rhetoric of Composition Teaching, College English 48, no. 2 (February 1986).
Jonathan Kozol, Amazing Grace: The Lines and the Conscience of a Nation (New York: Harper Perennial, 1996), p. 4.
Ibid., p. 39.
Ibid.
Richard J. Hernstein and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (New York: The Free Press, 1994).
bell hooks, Yearning: Race, Gender and Cultural Politics (Boston: South End Press, 1990).
Renato Constantino, Neocolonial Identity and Counter Consciousness (London: Merlin Press, 1978).
Albert Memmi, The Colonizer and the Colonized (Boston: Beacon Press, 1965), p. 26.
Ibid., p. 40.
Ibid.
Ibid.
Paulo Freire, The Politics of Education (Westport, Conn.: Bergin & Garvey, 1985), p. 11.
Vaclav Havel, Living in Truth (London: Faber and Faber, 1989), p. 4.
Jean-Paul Sartre, introduction to The Colonizer and the Colonized, by Albert Memmi (Boston: Beacon Press, 1965), pp. xxivxxv.
Ibid., p. xxvi.
Regina L. Garcia and Victor V. Valla, The Voice of the Excludeds in Cadernos Cede, 38.
Franois Jacob, Nous sommes programmes, mais pour apprendre, Le Courrier UNESCO (February 1991).
Paulo Freire, Sombra desta Mangueira (So Paulo: Olho dgua, 1995).
Paulo Freire, Pedagogia do Oprimido (Rio de Janeiro: Paz e Terra, 1975).
For this purpose, see Vieira Pinto lvaro, Cincia e Existncia (Rio de Janeiro: Paz e Terra, 1969).
One talks too much, with insistence, of the researcher teacher. In my opinion, research is not a quality in a teacher nor a way of teaching or acting that can be added to the one of simply teaching. To question, to search, and to research are parts of the nature of teaching practice. What is necessary is that, in their ongoing education, teachers consider themselves researchers because they are teachers.
For this purpose, see Neil Postman, Technology: The Surrender of Culture to Technology (New York: Alfred A. Knopf, 1992).
See Paulo Freire, Cartas Cristina (Rio de Janeiro: Paz e Terra, 1995), Dcima Sexta Carta, p. 207.
Paulo Freire, Pedagogia da Esperana (Rio de Janeiro: Paz e Terra, 1994).
Paulo Freire, Education in the City (So Paulo: Cortez Editora, 1991).
This is a fundamental preoccupation of Prof. Miguel Arroio and his team in Belo Horizonte, where they have reinvented the school in a way that should serve as a model for the rest of the country. But none of the media seem interested in making known this experience or similar experiences in Uberaba, Porto Alegre, Recife, and so many other places throughout Brazil. Its a great pity that such creative practices promoted by people willing to take risks, whether in private or public schools, are so marginalized when they could be the subject of a television program of considerable impact.
See Freire, Pedagogia da Esperana, and Freire, Sombra desta Mangueira.
Jacob, Nous sommes programms.
See Freire, Cartas Cristina.
See Paulo Freire, Cartas a quem ousa ensinar (Letters to whom dare teaching) in Professora Sim, Tia, No (Teacher yes, aunt, no) (So Paulo: Olho dgua, 1995).
I insist on the reading of Professora Sim, Tia, No.
See Paulo Freire, Teachers as Cultural Workers: Letters to Those Who Dare Teach (translation of Professora Sim, Tia, No) (Boulder, Colo.: Westview Press, 1997).
See Freire, Pedagogia do Oprimido, and Freire, Pedagogia da Esperana.
See Freire, Pedagogia da Esperana.
See Freire, Pedagogia do Oprimido.
See Freire, Pedagogia da Esperana, Cartas Cristina, and Pedagogia do Oprimido.
Joseph Moermann, La globalization de leconomie provoquera-t-elle un mai 68 mondial?: La marmite mondiale sous pression, Le Courrier 8 (August 1996), Swiss edition.
The photos that were on display were taken by a team of teachers of the area.
C. Wright Mills, The Power Elite (A elite do poder) (New York: Oxford University Press, 1956).
Two subjects occupy me in the writing of this text. The question of what forms education and becoming a teacher, and a reflection on educative practice from a progressive point of view. By progressive I mean a point of view that favors the autonomy of the students. This theme of autonomy incorporates the analysis of various types of knowledge that I find to be fundamental to educational practice. And, if there are other types of knowledge that I have left out or whose importance I have not appreciated, I hope the critical reader will be able to add them to the list.
To those who may read this book, I ought at the outset to make clear that since this theme is a permanent preoccupation of mine as a teacher, various aspects of it, discussed here, will have been discussed in my earlier books. I do not believe, however, that the fact that I touch on these problems from one book to another is wearisome to the reader, especially when they are taken up again in a nonrepetitive way. In my own case, taking up a theme again and again has to do principally with the oral status of my written word. It also has to do with the relevance of the theme of which I speak to the array of objects in which I invest my curiosity. And it has to do with the relationship that certain things have with other things, as they emerge during the course of my reflection. It is in this sense, for example, that I once again touch on the question of the unfinishedness of the human person, the question of our insertion into a permanent process of searching. In this context I explore again the problem of ingenuous and critical curiosity and the epistemological status of curiosity. It is also in this sense that I insist once again that education (or formation as I sometimes call it) is much more than a question of training a student to be dexterous or competent. I also may as well mention my almost obstinate fascination with everything that has to do with men and women. I keep returning to this topic, and each time I do so, it is as if I am coming to it enchanted for the first time. Finally, I cannot avoid a permanently critical attitude toward what I consider to be the scourge of neoliberalism, with its cynical fatalism and its inflexible negation of the right to dream differently, to dream of utopia.
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