Your SlideShare is downloading. ×
  • Like
Paulo freire edadm 880 uw
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Paulo freire edadm 880 uw

  • 597 views
Published

 

Published in Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
597
On SlideShare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
5
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Paulo Freire: a man that has influenced on the philosophy of American higher education “ The practice of freedom” Mónica Urigüen Educational Administration 880 January, 2001
  • 2. “ The practice of freedom” It is solely by risking life that freedom is obtained (Hegel)
    • Teachers deal critically and creatively with reality and transform their world
    • Co-intentional ducation: teachers and students are permanent re-creators of knowledge
    • Radicalization, nourished by a critical spirit, is always creative
  • 3.
    • The radical committed to human liberation, does not become the prisoner of a “circle of certainty” within which a teacher also imprisons reality
    • The more radical a teacher is, the more fully he-she enters into reality so that, knowing it better, he-she can better transform it
  • 4. “ Pedagogy of the oppressed”
    • Is the educated human the adapted human because he or she is better “fit” for the world?
    • Translating into practice, this concept is well suited to the purposes of the oppressors
  • 5. “ Pedagogy of the oppressed”
    • Students are not deposits of information
    • Problem-solving education is revolutionary and trascendent
    • Immobility represents a fatal threat
    • The teacher´s thinking is authenticated only by the authenticity of the students´ thinking
    • The “Learning Paradigm” angainst the “Instruction Paradigm”
  • 6. Teachers´virtues
    • Coherence – unity in what teachers say , do , and behave
    • Tolerance is a revolutionary virtue ; tolerance is the wisdom that teaches us to co-live with different people in order to fight against the antagonist
    • Humbleness , but not humiliation
  • 7. Bibliography
    • Freire, Paulo (1970). Pedagogy of the oppressed . New York: Herder and Herder.
    • Freire, Paulo (1990). Conversando con Educadores – Talking with educators – Uruguay: Editorial Roca Viva.
    • Freire, Paul (1974). Conciencia y revolución – concience and revolution – Uruguay: Schapire Editor.
    • Freire, Paulo (1996). Letters to Cristina: reflections on my life and work . USA: Routledge.