Paulo Freire's Intellectual Roots: Toward Historicity in Praxis
Robert Lake, Tricia Kress
Language: English
Pages: 281
ISBN: 1441195238
Format: PDF / Kindle (mobi) / ePub
Paulo Freire's critical pedagogy has had a profound influence on contemporary progressive educators around the globe as they endeavor to rethink education for liberation and the creation of more humane global society. For Freire, maintaining a sense of historicity, that is, the origins from which our thinking and practice emerges, is essential to understanding and practicing education as a means for liberation. Too often, however, critical pedagogy is presented as a monolithic philosophy, and the historical and intellectual roots of critical pedagogy are submerged. Through a compilation of essays written by leading and emerging scholars of critical pedagogy, this text brings history into the present and keeps Paulo's intellectual roots alive in all of us as we develop our praxis today.
Freire here (in Horton & Freire, 1990) at length. Then I began to read Marx and to read about Marx, and the more I did that the more I became convinced that we really should become absolutely committed to a global process of transformation. But what is interesting in my case—this is not the case for all the people whose background is similar to mine—my “meetings” with Marx never suggested to me to stop “meeting” Christ. I never said to Marx: “Look, Marx, really Christ was a baby. Christ was
for Buber, can be expressed in silence and across spatial separation. It is a matter of feeling and understanding from the partner’s side. In teaching, it begins as acceptance. Today’s teachers do not select their students, and Buber argues strenuously against the classical notion of Eros for educators: The man who is loving in Eros chooses the beloved, the modern educator finds his pupils before him . . . the misshapen and the well-proportioned, animal faces, empty faces, and noble faces in
contemporary conditions that underlie the causes and the maintenance of poverty. The opulence of cathedrals, iconic statues, and church vestments in the midst of such bleak poverty in Latin American countries was visible evidence of the complicity of the church with the conquerors. Institutional violence As for the bishops’ vision of reality, they describe the misery and exploitation in Latin America as a “situation of injustice that can be called institutionalized violence,” and responsible for
Intellectual Roots agent has been the focal point of” Marxism, existentialism, pragmatism, and analytic philosophy (p. 1). So too, in the research literature about education, discussions of praxis proliferate and are engaged in by scholars who identify as feminists, Marxists, pragmatists, critical theorists, and many other genres of scholarship; yet, praxis does not necessarily enter into the common discourse within teacher education programs (Korthagen & Kessels, 1999), particularly given the
highly successful literacy campaign in Brazil before the onslaught of the junta in 1964. Once the military took over the government, Freire was imprisoned for a short time for his efforts. He was eventually released and went into exile, primarily in Chile and later in Geneva, Switzerland, for a number of years. Once a semblance of democracy returned to Brazil, he went back to his country in 1980 and played a significant role in shaping its educational policies until his untimely death in 1997.