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The relationship between Ignacio Ellacuría's "historicization of concepts" and Paulo Freire's "dialogicity" is analyzed, reflecting on their application in the teaching of history and social sciences. A qualitative methodology centered on the critical analysis of the texts of both authors is used, applying their theories to pedagogy. The historicization of concepts allows for a dynamic reinterpretation of the foundations of justice, freedom, and human rights, highlighting the relevance of understanding and teaching these fields from a critical perspective that stimulates awareness and social action. Dialogicity emerges as an essential tool for liberating education, emphasizing the value of dialogue, collaboration, and critical reflection. The analysis concludes that the integration of these theoretical approaches provides a solid foundation for a pedagogy that not only transmits knowledge but also empowers students to be agents of social change, emphasizing the importance of addressing the teaching of history and social sciences from a perspective that prioritizes transformation and social justice. [ABSTRACT FROM AUTHOR]

Paulo Freire’s philosophical thinking and the spirituality of Francis of Assisi can inspire the world of education in Indonesia. The reality of educational process in schools in Indonesia still needs further reflection on whether it is truly liberating and transforming those who are involved in the process. In this article, philosophical thinking about a liberating education process is correlated with the Franciscan spirituality which serves as the driving force to realise a more humanising, liberating, and transformative education. The transformative dimension of education can be seen spiritually in the Christian tradition as the experience of repentance, that can happen in the teachers as well as in the students. The philosophical concept of education is used as a basis and rational framework for evaluating the educational process, and then the spiritual inspiration provides a spiritual framework to direct the development of educational process so that it continues to lead to the shared vision that is the goal of Christian educational institutions. This article consists of three parts exploring the philosophical-pedagogical views of Paulo Freire, the spirituality of Francis of Assisi, and the ideas arising from the correlation between the two. [ABSTRACT FROM AUTHOR]

The objective of this article was understanding how freirean thought constituted a critical-liberating pedagogy in School Physical Education classes based on the scientific works available in the Paulo Freire room organized by the Brazilian College of Sports Sciences in 2021 and publications carried out between 2022 and 2023. After analysing the empirical material, a total of 111 searches were found, including curricular texts, scientific articles, master's dissertations, doctoral theses, books and book chapters. These works were divided into four thematic categories, namely: legacy of Freirean thought for school Physical Education; epistemological bases of liberating education in school Physical Education; critical-liberating Physical Education curriculum; and political-pedagogical experiences of Physical Education inspired by Freirean thought. It is concluded that the importance and legacy of Freire's theory for the organization of a critical political-pedagogical practice in school Physical Education and in carrying out participatory and dialogic research in the area today is irrefutable. [ABSTRACT FROM AUTHOR]

Paulo Freire's liberating thought has had multiple readings over the years. However, his ethical postulates, which form an essential part of his critical pedagogy, have been little examined, so, focused on current scenarios, mediated, homogenized, blasé towards otherness, it is essential to analyze his approaches, which urge the solidarity, respect for otherness, connection with the world, openness towards inclusive dialogues, which more than the professionalization of individuals, seeks axiological training, care for self, for others, leading to appropriate forms of to be in the world, to be participants in a process of social transformation, based on the historical transcendence of individuals. [ABSTRACT FROM AUTHOR]

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Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Paulo Freire’s philosophical thinking and the spirituality of Francis of Assisi can inspire the world of education in Indonesia. The reality of educational process in schools in Indonesia still needs further reflection on whether it is truly liberating and transforming those who are involved in the process. In this article, philosophical thinking about a liberating education process is correlated with the Franciscan spirituality which serves as the driving force to realise a more humanising, liberating, and transformative education. The transformative dimension of education can be seen spiritually in the Christian tradition as the experience of repentance, that can happen in the teachers as well as in the students. The philosophical concept of education is used as a basis and rational framework for evaluating the educational process, and then the spiritual inspiration provides a spiritual framework to direct the development of educational process so that it continues to lead to the shared vision that is the goal of Christian educational institutions. This article consists of three parts exploring the philosophical-pedagogical views of Paulo Freire, the spirituality of Francis of Assisi, and the ideas arising from the correlation between the two. [ABSTRACT FROM AUTHOR]

This paper analyzed the concepts of otherness and freedom from Paulo Freire's perspective, to ground an ethical education of human valorization, opposing the selfish, individualistic, and hateful speeches and practices in the fascist-authoritarian Brazilian context. It aims at analyzing Freire's works in search of the concepts of otherness and freedom to find the basis for a humanizing education which promotes autonomous cooperation. It is bibliographic research, based on Paulo Freire's works to understand Freirian ethical concepts of otherness and liberation. This conceptual framework allowed us to reflect critically on the hate discourses and practices of our pandemic and social context, under the sieve of humanizing ethics, which makes these concepts inseparable and dependent on each other. We conclude that these Freirean concepts offer an important basis for thinking about the Brazilian social context, rescuing the praxis of a liberating teaching that consists in valuing otherness and humanization. [ABSTRACT FROM AUTHOR]

This research carried out an archive analysis, having as object the degree program structure (DPS) of a natural sciences teacher training course. Based on Freire's Liberating Education, as well as other critical theoretical frameworks, and the French-Brazilian Discourse Analysis theoreticalmethodological framework, it aimed to look at the context production of the discourse materialized in the DPS. Through the analysis, it was considered that emerged from their interdiscourse elements such as: articulation between theory and practice in teacher education; articulation between teaching, research, and university extension; approximation between University and School; pedagogy of competences. On the other hand, some silences were noticed: absence of theoretical affiliations; jargon and commonplaces; absence of equity discourse. Thus, it was concluded that the critical-transformative perspectives cannot and should not appear in a veiled or implicit way in a document of this type. On the other hand, in this movement, we can consider the silence and inconclusion present in the discourse materialized in the DPS precisely as points of drift, transformation and overcoming of the hegemonic logic. [ABSTRACT FROM AUTHOR]

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Abstract The agroecology movement has become the most relevant resistance to agribusiness in Brazil in recent decades. Grounded on Paulo Freire’s liberating education and critical consciousness theories, we aimed to contribute to Organization Studies (OS) on rural social movements by unveiling the case of the agroecology movement in Araponga, Minas Gerais, Brazil, in its formation phase. We asked: How does the beginning of the trajectory of the agroecology movement in Araponga, Minas Gerais, help us reflect on the construction of the protagonism of the oppressed? Through this case, we highlight that to overcome oppressive relationships, small-scale family farming and peasants/rural workers had to first identify themselves under an oppressive system to which they have been historically submitted. Acknowledging their authenticity and autonomous mechanisms of land access were central to developing new forms of production and redefining their identities. Thus, the second important moment is the pedagogy of women and men in a continuous and permanent process of liberation. Hence, the collective identity and resistance building in the agroecology movement in Araponga arose through farmers and rural workers’ struggle and through their self-recognition as a humanized, critical, free, and autonomous people. This reflects the ‘action-reflection-action’ process of collective and horizontal learning where everyone is both educator and learner simultaneously. From this paper, we encourage more reflections in OS on rural movements through the Freirean approach.

The present work sought to articulate the process of academic maturation during the four years in the degree course in Pedagogy, using the Memorial of Formation methodology, having as its south the epistemological thought of Paulo Freire, bell hooks, Pierre Bourdieu, Vitor Paro among others. Based on the meanings expressed in Brazilian hip hop and rap lyrics, it was then structured around three topics: Prin cipia, on life choices linked to the family and social ideological process on teaching; Ano passado eu Morri about the events during the Covid-19 pandemic with the unveiling of the practices of a banking and neoliberal education and Quem sonha junto, sobre junto, the hope for a democratic education and a commitment to an emancipatory praxis. The conclusion announces the importance of critical training to hope and overcome the adversities we experience throughout teaching. [ABSTRACT FROM AUTHOR]

The aim of this article is to understand how mathematics education acts as an instrument of empowerment or disempowerment of students and teachers, how it connects with empowerment and how empowerment is discussed in the educational sphere. To this end, we carried out an exploratory study based on the mapping of scientific productions developed in different countries in America, Europe, Africa, Asia, and Oceania. A total of 64 works were analyzed, including articles, master's dissertations, and doctoral theses from the National Bank of Theses of the Coordination for the Improvement of Higher Education Personnel (CAPES), from the Scientific Library Electronic Online (SciELO) and from Google Scholar, in the period of 1996 to 2020. These works were categorized according to the target audience or research focus. Based on this organization, we identified the levels of education in which empowerment is more often discussed, which allowed us to foster reflections on the need to conduct research on this topic at less discussed levels. For interpretive analysis, presentation of results and survey of discussions on the topic in the educational field, ten works were selected. The results showed that mathematics education can act as an instrument of empowerment by recognizing that the mathematical doing must address social and political issues through a liberating education and that it can act as an instrument of disempowerment by nullifying or minimizing the creative power of students and teachers, encouraging their naivety at the expense of their criticality and satisfying the interests of dominant groups. [ABSTRACT FROM AUTHOR]

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After more than 50 years of the publication of Pedagogy of the Oppressed, the book is current again due to the conservative wave that is taking place in many parts of the world, including Brazil. Paulo Freire is recognized as an important denunciator of the social role of education, the maintenance of an unfair society and as the precursor of an education directed to the transformation of this social structure. The university extension is an educative action that, in the same way, can cause sustaining or transforming effects towards society. The author's book Extension or Communication?, even though it was written to reflect on the rural extension practice, became a reference to think about the academical extension practice. The present article, of theoretical character, problematizes the pitfalls of a "dominating extension" - even if the intentions are not these - and brings elements so that we can be vigilant in search of a "liberating extension", popular extension, as a place of resistance in conservative times. The cultural intrusion, the decrease of others as "needy" and the non-recognition of others as possessors of knowledge set the tone for university extensions, often alienated by their executors. It is necessary to be vigilant against these pitfalls and do not lose track of a "communicative" extension, which recognizes others as subjects and possessors of a valid knowlegde. This extension implies another way of teaching, researching and managing the university, all permeated by the conscientious dialogue, which is still a great educational instrument of resistance against oppression. [ABSTRACT FROM AUTHOR]

The purpose of this article is to describe how education can serve as a changing and liberating process for adults with long-term mental illness. Semi-structured interviews were conducted with 22 participants in Life-knowledge and Creative courses at a Swedish Folk High School. Five themes emerged in the interviews: (i) A meaningful social context – to undergo change with others; (ii) Self-awareness via non-violent communication – to change one’s self-image; (iii) Creating as rehabilitation – change through aesthetic learning processes; (iv) To function better in everyday life – to receive confirmation of change; (v) Opportunity horizons – to change hope for the future. The conclusion is that the Folk High School environment and the educational courses can contribute to an increased sense of well-being in the present. The liberating process primarily impacts the participants’ self-stigma positively as long as this takes place in environments where the participants have experience of not being exposed to social stigma, either at home or at the Folk High School. The participants do not entertain future life plans that extend beyond the context of Folk High School, but when examined in the light of their situation before they enrolled at Folk High School, the liberating process is still noticeable. [ABSTRACT FROM AUTHOR]

In 2020, the world is faced with a new challenge, namely industry 4.0. We have entered a new era of industry commonly known as data technology. At this point, almost all aspects of life will depend on technology, especially machine learning, AI, and robots. To face the 4.0 revolution, the government through the Ministry of Education and Culture started an education revolution by carrying out the concept of independent learning. The "Freedom of Learning" program is a policy program launched by the Minister of Education and Culture of the Republic of Indonesia for the Advanced Indonesia Cabinet, Nadiem Anwar Makarim. Merdeka Learning aims to return the national education system to the essence of the law by giving freedom to schools, teachers and students to be free to innovate, free to learn independently and creatively. If we examine deeper and more critically, the "Freedom of Learning" program seems to be similar to the concept of liberating education expressed by the educational philosopher Paulo Freire. The problem-solving method emphasizes the dialogical process. For Freire, liberating education is education that fosters transitive critical awareness. It is characterized by the depth of interpreting problems, confident in discussing, able to accept and reject. This is in line with the independent learning program initiated by Nadiem Anwar Makariem that the learning process does not only occur in one direction between teachers and students, but facilitates students to learn from various sources. Learners are challenged to think critically with good analysts. This research method uses qualitative research with library research data collection methods or literature studies. [ABSTRACT FROM AUTHOR]

This research aims to explain how the existence of Islamic Boarding School (pesantren) ISC Aswaja Lintang Songo Piyungan Yogyakarta in implementing education that liberates its students and how progressivism views a liberating education in this pesantren. This research is naturalistic qualitative research and the strategy used is a case study. At the same time, these research objects are a pesantren leader (kiai) and several senior teachers. The data obtained through observations, interviews, and documentation. The data analysis technique uses the Miles and Huberman model analysis. This research indicates that independent education in this pesantren is the starting point for implementing liberating education. This pesantren has an education system which is different from other pesantren, in that kiai gives liberation for their students (santri) to choose activities inside and outside pesantren. Therefore, in the view of progressivism, there are at least five things seen from the education process in this pesantren, namely 1). Kiai does not use their leadership in an authoritarian manner, 2). Kiai never carries out an exclusive educational process, 3). Kiai gives flexibility to santri in understanding Islamic education material, 4). Pesantren education has to continue to be open to social realities, and 5). The educational process carried out in pesantren is education of individual and social awareness.

Young people have historically been marginalised and excluded from decision-making related to city life and territorial planning. Relegated to exercising a passive role until the reach of the legal age, young people suffer oppressions that can occur from a banking education perspective at secondary education. Using the Freirian approach to liberating education, we identify four oppressions that can occur at a structural level and in the communicative interactions between students and teachers: ontological, epistemic – expressive and interpretive – and epistemological oppressions. In this article, we analyse a photovoice experience "They take away what we are" developed with 27 young high school students' at the city of Valencia, Spain. This participatory process has strengthened the four capabilities for the epistemic liberation of the students: the capability to be and recognise oneself as a producer of valid knowledge; the capability to do from teamwork, in the neighbourhood and with the people who inhabit it; the capability to learn from different local and global knowledge; and the capability to transform space through collective action. This photovoice experience has raised the voices of youth about what they want to be, the life they want to live and the territories they dream of inhabiting. [ABSTRACT FROM AUTHOR]

This paper aim of the essay is to analyze Paulo Freire's proposal for a liberating education in relation to the decolonial positions of today. To achieve this end, the research considers the following aspects: 1) Conceptualizes Freire's proposal referring to liberating education, in which he postulates a social praxis, with a view to building a pedagogy of the oppressed, as a mechanism to disarticulate the advances of the modernity, leading more and more to liberation. 2) It questions the banking conception of knowledge, as it assumes a depersonalized system of accumulation of knowledge, without understanding the complexity of existence. 3) It considers the role of the individual in the processes of social transformation, expressing a critique of the prevailing educational models, taking as an example the theory of the five skins of Friedensreich Hundertwasser. The method used is the hermeneutic-documentary. It concludes in the need to maintain a critical attitude and a permanent social action, which allows consolidating liberation through a decolonization project. [ABSTRACT FROM AUTHOR]

The pedagogy developed by Don Bosco and Freire originates in two different moments in history, but there are certain similarities in the political, social and economic reality experienced by these two great thinkers, in fact their context is similar by be characterized by an environment of exclusion, inequality, exploitation, illiteracy and poverty, where the State is the main promoter of repression and guarantor of the status quo of those who hold power and control the country's economy. Therefore, the present work assumes the objective of analyzing the pedagogical approaches of Don Bosco and Freire, which from a hermeneutical methodology is interpreted and exegested all the documentation collected to approach the most significant contributions of these positions and find the various parallels in his pedagogical works that are presumably antagonistic. It is concluded that both pedagogical reflections, which belong to two different moments in the history of ideas, agreed on the fact that it was necessary to develop an education that would allow them to change the reality of the always excluded, they opted for the preference option of the poor, as Jesus did at the time, not only questioning the repressive system of his time both at the political and educational level, but also devised and gave his life to the integral formation of the human being from a new pedagogy. [ABSTRACT FROM AUTHOR]

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This is a popular education project for young people and adults equivalent to the supplementary 3rd and 4th grade, carried out by the Municipal Teaching Commission of Piracicaba, State of São Paulo, Brazil, from March to November of 1990, which sought to develop awareness and critical attitude of the students, based on the Pedagogy of the Oppressed (1987), allowing the working class to learn to read in aim to write history. [ABSTRACT FROM AUTHOR]

The aim of this essay was to problematize the influence of Freire's thought in the political-pedagogical practice of Physical Education at school and in the production of research in a counter-hegemonic perspective in this area of knowledge. After telling the story of the patron of brazilian education, we show that the contributions of Paulo Freire's writings were very relevant for a shift in the social function of the curricular component in Basic Education, since its object of study became the culture of practices from epistemologies produced by Human Sciences. Specifically about the production of knowledge, in dialogue with Freire, we defend the importance of building scientific knowledge with Physical Education teachers and not for them and them, in the utopia of thinking together as transformative intellectual teachers in public schools. [ABSTRACT FROM AUTHOR]

This article brings to light the impacts caused in the extension project Dialogues in Paulo Freire and Popular Education - LEFREIRE - and the problematization of the remote encounter in the action-reflection-action movement. When liberating education is the guiding tendency of educational actions, we think in the collective act that takes place in the encounter of people who dialogue, criticize and reflect on the living conditions of excluded groups, from the most embracing and planetary contexts to the remarkable local realities. The covid-19 pandemic, as a current event, has caused the rupture of face-to-face and interactive dynamics. At first glance, social withdrawal, by making it difficult to continue the activities involved in proximity to the other person, has raised questions that call into question the validity of educational approaches in the remote space. The emerging need for revisiting pedagogical trends is considered as a means of finding ways for research and verifying whether it is possible to deliver liberating education by distance without falling into the network of an impersonal and contentious practice. [ABSTRACT FROM AUTHOR]

This article intends to contribute to the debate about the actuality and defense of the work Pedagogy of the Oppressed, which in 2018 completed 50 years. On the occasion, several educational institutions proposed to celebrate Freire's legacy and reinvent it, incorporating analyses on current demands, from events, books and dossiers on the theme. This article reflects on Paulo Freire's educational thought, pointing out the various themes addressed in the sources consulted, focusing on the challenges of Brazilian education in the face of the 2016 coup and the advance of the “Escola Sem Partido” movement. [ABSTRACT FROM AUTHOR]

This article intends to approach the practice of Physical Education at school from the perspective of Liberating Education. As a reflection-problematization, it aims to analyze two experiences lived in the context of the practice of Physical Education in order to explain the approximations and distances between the first and the second. The experiences reported expressively show that teaching requires skills that go beyond the dimension of pure action. It is highlighted through the interventions that the educational practice in Physical Education can to think-do teaching beyond the transfer of knowledge. For this, it was understood the importance of the teacher-student relationship in the educational process and the meaning of learning aimed not only at an intellectual and physical formation, but also a citizen formation of the subjects, towards their liberation. [ABSTRACT FROM AUTHOR]

In this article, we discuss the intellectual work of the Brazilian patron of education. The peculiar look towards this great and multifaceted author has helped us to understand him better. What is more, his hopeful side has also contributed to a better understanding of his thoughts. This points to an encouragement and counterpoint form against the advance of neoconservative wave in Brazil. In this way, we have analyzed Paulo Freire by some perspectives such: women influence in his life, his thinking reflections, and the social contexts that helped him elaborate his scientific practice. Besides, he has been studied by the persecution bias, conservatism, and authoritarianism in Brazilian society, from the past to nowadays. Despite the advance of the ultraconservative wave, we have learned from our patron that education must not be seen as a reproductive process but as a liberating one. In this sense, it should be faced as an important social technology to promote autonomy, not oppression, and to encourage humanizing and liberating forms of social action. Freire's work is a foreshadowing of hope. [ABSTRACT FROM AUTHOR]

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Copyright of DAYAH: Journal of Islamic Education is the property of DAYAH: Journal of Islamic Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The continuing and permanent formation of professors characterize itself as a space of reflection, updating, deepening of knowledge and practices, development of experiences and expansion of professional skills. In this context, the present article is inserted, whose objective is to reflect on professor’s education for a liberating educational practice based on Freirean thought. In that way, we used a qualitative approach making use of bibliographic research and research field, the last one is made through a questionnaire with four professors acting on elementary schools in the municipality of Cruzeiro do Sul-Acre. The results stand out that professors approach the need of inseparability between theory and practice in formation courses, essential for a Liberating and critical education. Beyond that, stand out that in schools there is no space for collective discussions about daily professor’s issues, residing on continuing formation the moment for exchange of experiences. [ABSTRACT FROM AUTHOR]

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Copyright of Teoría y Praxis is the property of Editorial Universidad Don Bosco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores a modern approach to childhood that goes beyond the traditional view of children in western societies, which is based mainly on their inferiority and vulnerability. The modern approach explored in this paper takes a plural perspective in the conception of children as people who are able to think for themselves and who have the right to participate in the affairs that affect them, from their point of views, as children. This modern approach is related in this study to the free-rangers thesis, in which childhood is interpreted as a process of maturation and not as a stage of life, which is the conception linked to the traditional percepcion of childhood in the western societies. In the framework of formal education, this modern approach to childhood is related to Freire's liberating education and the proposals for the school of philosophy with children in which philosophical practices are encouraged from an early age, thereby stimulating a much more active role for children in schools and giving their voice due recognition. So, this study highlights the importance of promoting liberating education in schools with the aim to subvert the traditional roles of both teachers and pupils in formal education to give a more active role to children. In this sense, this paper calls for the activity of philosophy whith children and encourages the idea of putting philosophy at the service of schools to give children's voices greater value. [ABSTRACT FROM AUTHOR]

The Second General Conference of the Latin American Episcopate, held in Medellin, Colombia, between August 24 and September 6, 1968, produced an important and significant document - The Medellin Conclusions - which recorded the positions of the Church of Latin America, assuming a liberating position against oppression in the continent. The purpose of Pope Paul VI, as the title of the Conference proposal says, was to enable a reading of Latin American reality in the light of the Second Vatican Council. The bishops did more than that: they read the Council in the light of Latin American reality. Within this context, this article intends, from a bibliographical research, to present some elements of the political and ecclesial reality of Medellin and to analyze two aspects of the document: the education and youth. The 1960s and, particularly, the year 1968, are historic, effervescent moments in the context of the Cold War, thus impacting many changes. The Church clearly takes the work of insertion into poor communities. Education is considered in a liberating perspective, there is the insertion of religious in the base ecclesial communities. Catholic youth, on the other hand, assume social and political commitments. In Medellin the Latin American Church gains its own identity and an original way of doing theology, liberation theology and its option for the poor. The exercise of collegiality also takes important steps, including in the form of drafting the document. Therefore, the celebration of the 50 years of this document should have a focus on its values and limitations and recover its advances, thus contributing to the debate in the field of the Sciences of Religion. [ABSTRACT FROM AUTHOR]