Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Sezione III - L'attualità di Paulo Freire oggi

N. 1 (2022)

Paulo Freire’s relevance 100 years on

11 February 2022


This paper pays tribute to Paulo Freire a hundred years after his birth in September 1921. It outlines a global scenario against which his ideas and insights can be measured: Neoliberalism, a global pandemic, fake news, a still Darwinian world at the heart of a North-South imperial politics, a culture of militarisation, a sense of fatalism where the present highlights the limits of what is possible, the ideology of ideological death and planetary devastation leading to the ever presence of people striving to move from South to South and South to North to eke out a living still, for many, on the margins of society. Freire’s never ending politics of hope and the urge to dream the possible dream rooted in one’s existential situation, his emphasis on a politics of solidarity and from below through social movements and the ever important pedagogy of the question, problematization, constitute an antidote to what is awry in this ‘grand and terrible world’. Praxis (action resulting from reflection on previous action), to be distinguished from mere practice (prassi in Italian – habitual behaviour) and dialectical thinking, lie at the heart of Freire’s antidote in these times.

Riferimenti bibliografici

  1. Accioly, I. (2020). The Attacks on the Legacy of Paulo Freire in Brazil: Why He Still Disturbs so Many? In S. L. Macrine (ed.), Critical Pedagogy in Uncertain Times (pp. 117-138). New York & London.
  2. Accioly, I. (2021). Reinventing Freire’s Praxis in the fight for life with dignity: Theoretical and methodological paths for critical educators. Postcolonial Directions in Education, 10(2), pp. 327-353.
  3. Adorno, T. (2004). Education after Auschwitz.
  4. Betto, F., & Freire, P. (1986). La scuola chiamata vita (The school called life). Bologna: EMI.
  5. Boal, A. (1979). Theatre of the Oppressed. London: Pluto Press.
  6. Borg, C., & Mayo, P. (2007). Public Intellectuals, Radical Democracy and Social Movements. A Book of Interviews. New York, Washington D. C/Baltimore, Bern, Frankfurt am Main, Berlin, Brussels, Vienna, Oxford: Peter Lang.
  7. Bowater, D. (2013). Brazil marks 20 years since Candelaria child massacre. 24th July. BBC News Accessed 29th December, 2021.
  8. Butler, J. (2016). Frames of War. When life is Grievable?. London & New York: Verso.
  9. Darder, A. (2020). Conscientizaçao. In S. L. Macrine (ed.), Critical Pedagogy in Uncertain times (second edition), pp. 45-70, New York & London: Palgrave-Macmillan.
  10. Fisher, M. (2009). Capitalist Realism. Is there no alternative?. Winchester UK: Zer0 Books.
  11. Freire, P. (1973). Education for critical consciousness. London & New York: Continuum.
  12. Freire, P. (1994). Pedagogy of Hope. London & New York: Bloomsbury Academic.
  13. Freire, P. (1996). Letters to Cristina. Reflections on my life and work. New York & London: Routledge.
  14. Freire, P. (1997). A response. In P. Freire, with J. W. Fraser, D. Macedo, T. McKinnon, & W. T. Stokes (Eds.), Mentoring the Mentor: A Critical Dialogue with Paulo Freire (pp. 303-329). New York: Peter Lang.
  15. Freire, P. (2000). Pedagogia da indignação: cartas pedagógicas e outros escritos (Pedagogy of Indignation. Pedagogical letters and other writings). São Paulo: Editora UNESP.
  16. Freire, P. (2013). Pedagogia do Oprimido (o manuscrito) (Pedagogy of the Oppressed: The Manuscript). Ferreira Mafra, Romão, J. E & Gadotti, M. (Eds.), São Paulo: Editora e Livraria Instituto Paulo Freire, Universidade Nove de Julho (Uninove), Ministério da Educação.
  17. Freire, P. (2018). Pedagogy of the Oppressed (50th Anniversary edition). New York & London: Bloomsbury Academic.
  18. Freire, P., & Macedo, D. (1987). Literacy. Reading the Word and the World. Westport CT: Bergin & Garvey.
  19. Freire, P., & Faundez, A. (1989). Learning to Question: A Pedagogy of Liberation. Geneva: World Council of Churches.
  20. Galeano, E. (2009). Open Veins of Latin America. Five Centuries of the pillage of a Continent. London: Serpent’s Tail.
  21. Gadotti, M. (2005). Pedagogia da Terra e Cultura de Sustentabilidade (Earth Pedagogy and Sustainability Culture). Revista Lusófona de Educação, 6(6), pp. 15-29.
  22. Gadotti, M. (2016). Educação Popular e Educação Ao Longo Da Vida. (Popular Education and Lifelong Education), paper presented at a conference on ‘Popular Education and Lifelong Education’, CONFINTEA BRASIL + 6, Brasília, 25-28 April.
  23. Giroux, H. A. (2020). The ghost of Fascism in the Post-Truth era. In S. Macrine (Ed.), Critical Pedagogy in Uncertain Times (pp.16-31). New York & London: Palgrave-Macmillan.
  24. Giroux, H. A. (2021). Paulo Freire’s pedagogy of Hope revisited in Turbulent Times. Postcolonial Directions in Education, 10(2), pp. 280-304.
  25. Horton, M. & Freire, P. (1990). We make the road by walking. Conversations on Education and Social Change, Bell, B., Gaventa, J & Peters, M (Eds.). Philadelphia: Temple University Press.
  26. Kellner, D. & Share, J. (2009). Critical media Education and Radical Democracy. In M. W. Apple, W. Au, & L. A. Gandin (Eds.), The Routledge International Handbook of Critical Education (pp. 281-295). New York & London: Routledge.
  27. Kohan, W. O. (2021). Paulo Freire. An Intellectual Biography. New York & London: Bloomsbury Academic.
  28. Maria del Pilar, O. C., Wong, P. L., & Torres, C. A. (1998). Education and Democracy: Paulo Freire, Social Movements and Educational Reform in São Paulo. Boulder Col: Westview Press.
  29. Mayo, P. (2020). Praxis Paulo Freire’s Emancipatory Politics. International Critical Thought, 10(3), pp. 454-472, DOI: 10.1080/21598282.2020.1846585.
  30. Mayo, P., & Vittoria, P. (2021). Critical Education in International Perspective. London & New York: Bloomsbury Academic.
  31. Milani, L. (1965). L’obbedienza non è più una virtù (Obedience is no longer a virtue). Florence: Libreria Editrice Fiorentina.
  32. O’Sullivan, E. (1999). Transformative Learning: Educational Vision for the 21st Century. London: Zed Books.
  33. O’Sullivan, E. (2002). The project and vision of transformative education. In E. O’Sullivan, A. Morrell, & M. A. O’Connor (Eds), Expanding the Boundaries of Transformative Learning: Essays on Theory and Praxis (pp. 1-12). Basingstoke: Palgrave.
  34. Scuola di Barbiana (1996). Lettera a Una Professoressa. Firenze: Libreria Editrice Fiorentina.
  35. Tarlau, R. (2019). Occupying Schools, Occupying Land. How the Landless Workers Movement Transformed Brazilian Education. New York: Oxford University Press.
  36. Williams, R. ([1958]1990). Culture & Society. London: Hogarth Press.
  37. Zachariah, M. (1986). Revolution through reform. A comparison of Sarvodaya and Conscientisation. Boulder, Col: Praeger.


Caricamento metriche ...