The document discusses Paulo Freire's philosophical foundations of transformative education. It outlines five key aspects of Freire's work: dialogue, praxis, building a pedagogy of the oppressed, use of Christian metaphors, and situating education in lived experiences. It then summarizes several articles and papers that apply Freire's ideas to areas like peace education, adult education, non-formal education, critical literacy, conscientization, workplace democracy, and more. The document emphasizes Freire's focus on dialogue, praxis, and using education to promote progressive social change.

1. 𝓟𝓱𝓲𝓵𝓸𝓼𝓸𝓹𝓱𝓲𝓬𝓪𝓵 𝓕𝓸𝓾𝓷𝓭𝓪𝓽𝓲𝓸𝓷𝓼 𝓸
𝓯 𝓟𝓪𝓾𝓵𝓸 𝓕𝓻𝓮𝓲𝓻𝓮'𝓼 𝓣𝓻𝓪𝓷𝓼𝓯𝓸𝓻𝓶𝓪
𝓽𝓲𝓿𝓮 𝓔𝓭𝓾𝓬𝓪𝓽𝓲𝓸𝓷
CARAH D. BUNGAY
JEFFREY B. ROBERONTA
TONY JR. A. CERVERA
RICHARD L. GALAG
JADE CHRISTYN L. MAGALING
JULIOUS M. MAGALING
DIANA JUDE D. OTOC
JOYCE C. GAMAO
MAY FAITH M. RICABLANCA
ROMMEL A. TIO
JAMES RUSSEL S. ABELLAR
GROUP 7
ED801

2. ED801 | Group 7 | Carah D. Bungay
Five aspects of Paulo Freire’s work:
1. Dialogue
2. Praxis
3. The idea of building a “pedagogy of the
oppressed” or a “pedagogy of hope”
4. Use of metaphors drawn from Christian sources
5. Freire’s insistence on situating educational
activity in the lived experience of participants
Contributions
“ Ensure equitable and inclusive quality
education and lifelong learning for all by 2030”
Post-2015 International Debate:
Influences:
- Critical Pedagogy
- Problem-posing Pedagogy
Impact:
- Peace education
- Adult education
- Non-formal education
- Critical literacy
𝓟𝓪𝓾𝓵𝓸 𝓕𝓻𝓮𝓲𝓻𝓮 𝓸𝓷 𝓽𝓱𝓮 𝓘𝓷𝓽𝓮𝓻𝓷𝓪𝓽𝓲𝓸𝓷𝓪𝓵 𝓢𝓽𝓪𝓰𝓮
The Relevance of Freire for the Post-2015
International Debate on Development and Education
and the Role of Popular Education
(T. Ireland, 2018)
“by love, humility, hope, faith
and trust” (1976:45)
Education for All
Paulo Freire and the Politics of Disposability: Creating
Critical Dissent Dialogue (M. Ledwith, 2018)
Child Poverty Act 2010
‘to question answers rather than answer
question’ (Shor, quoted in McLaren and Leonard 1993:26)

3. PAULO FREIRE AND Transformative Education
Changing Lives and Transforming Communities
CONCEPTUAL LANDSCAPES
of Global Environmental
Conscientization
• Conscientization
⚬ Codification
⚬ Community Engagement
⚬ Applied volunteering
⚬ Dialogue
• Republic Act 9729
⚬ DepEd's CCE
THE ‘PROBLEM’ PROVIDE AN OPPORTUNITY TO PROVIDE
‘CONSCIENTIZATION’ AS AWARENESS RAISING
TONY JR. A. CERVERA
Discussant
ED801 | Group 7 |

4. ED801 | Group 7 | Richard L. Galag

5. • youth involvement • armed love
• volunteering • dialogue
• dialogue • child’s perspective
ED801 | Group 7 | Magaling, Jade Christyn L.
From Brazil with Love Youth
Participation Practice in Scotland
(Sheridan, 2018)
The Benefits of Giving: Learning
in the Fourth Age and the Role of
Volunteer Learning Mentors
(Hafford-Letchfield & Lavender, 2018)
Children and Young People in
Dialogue with Researchers to
Create Connections in the
Community and the Classroom
(Satchwell & Larkins, 2018)

6. • dialogical relationship
• conscientization
• workplace democracy
ED801 | Group 7 | Magaling, Julious M.
Conscientization and
Transformation in the Workspace:
New Forms of Democracy for
Mental Health Services
(McKeown et al., 2018)
Bridging Communities Through Co-
learning and Participation in Parenting
Programmes: A Case from the Families
and Schools Together Project
(Hafford-Letchfield & Thomas, 2018)
• purposeful action • progressive social change

7. Chapter 3: PEDAGOGIES
Chapter 3.1: Reconceptualising
Practitioner Knowledge
• Practitioners should adopt a
deliberate process of learning in
the workplace. (Eraut, 2004)
• The burden of development of
educational practitioners should be
joint venture for both organisations
and individuals. (Appleby and
Pilkington, 2014)
• Problem – solving approach. (Dr.
Aleksander Szram)
Chapter 3.2: The ‘Pedagogies of
Partnership’ in UK Higher Education:
From Blair to Freire?
• Growing Up Within the System
• Blairite Higher Education
• The Roots of Partnership in Student
Engagement
• The Idea of Student Partnership
• Emerging Forms of Partnership
Working
• Blair or Freire Partnership
• The Pedagogy of Partnership
ED801 | Group 7 | Diana Jude D. Otoc

10. Teaching for Transformation and
Teacher Education for Maladjustment
• Teaching for Transformation: Higher Education Institutions, Critical Pedagogy and Social
Impact
• Higher Education Institutions aimed to contribute to or be responsive to local communities,
benefit or make a real difference to society, to transform lives locally and globally through the
creation, sharing and application of knowledge.
• Critical pedagogy has transformative intent; it creates space for democratic process, critical
dialogue, and political debate and for ongoing questioning of dominant discourse.
• In terms of social impact, classrooms can present an invaluable space in which to make visible
societal barriers and begin to explore how these affect our everyday experiences.
• Teacher Education for Maladjustment: Teaching Teachers to Gallop and Canter Through the
Corridors
• Social Transformation cannot occur without education.
• Education is a form of intervention in the world which implies both the reproduction of the
dominant ideology and its unmasking.
• Education is the practice of freedom and search of truth and justice.
ED801 | Group 7 | Rommel A. Tio